Self regulated learning strategy use in learning english as a foreign language of non english majors at van lang university

CERTIFICATION OF THESIS DEFENSE
The thesis entitled “Self-regulated learning strategy use in learning English as a
foreign language of non-English majors at Van Lang university” was successfully
defended and approved on 19th October 2021 at Ho Chi Minh City University of
Technology (HUTECH).

Academic supervisor: ………………………………………………………………...

Examination Committee
1. ……………………………………………………….

Chair

2. ……………………………………………. …………

Reader 1

3. ……………………………………………………….

Reader 2

4. ……………………………………………………….

Member

5. ………………………………………………………..

Secretary Member

On behalf of the Examination Committee
Chair

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HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
HCMC, December 2020
MASTER’S THESIS REPORT

Student name: Nguyễn Xuân Quỳnh Sex: Female
Date of birth: 27/04/1990 Place of birth: Dong Nai
Major: English Language

Student code: 1841900024

I- Thesis title:
Self-regulated learning strategy use in learning English as a foreign language of
non-English majors at Van Lang university.
II- Objectives and contents:
This study aimes to explore the self-regulated learning (SRL) strategy use level
among Vietnamese first-year university non-English majored students, the relationship
between SRL strategy use level and English proficiency along with the differences in
SRL strategy use among non-English majored juniors of different genders, disciplines,
and years of learning English. The research shows that the SRL strategy use among
students is at the medium level. Male students reported a slightly higher level of learning
strategy use than females. Figures also shows that SRL strategy use has a positive
relationship with participants’ English proficiency. The results show that English
proficiency scores have a significantly positive relationship with students’ report of

SRL strategy use while years of learning English do not predict SRL strategy use.
III- Starting date: 30/3/2019
IV- Completing date: 31/12/2020
V- Academic supervisor: Phan Thế Hưng

ACADEMIC SUPERVISOR

FACULTY DEAN

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CERTIFICATE OF ORIGINALITY

To be applicable only in the official version, i.e the revised version after the
defense session has been conducted.
I certify my authorship of the Master’s Thesis submitted today entitled:
Self-regulated learning strategy use in learning English as a foreign language of
non-English majors at Van Lang University
In terms of the statement of requirements for Theses in Master’s programs issued
by The Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
University of Technology.

Ho Chi Minh City, May 2021

NGUYỄN XUÂN QUỲNH

iii

RETENTION AND USE OF THE THESIS
I hereby state that I, NGUYỄN XUÂN QUỲNH, being a candidate for the degree
of Master of Arts (English Language) accept the requirements of the University relating
to the retention and use of Master’s Thesis deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care, loan,
and reproduction for theses.

Ho Chi Minh City, January 2021
Signature …………………………….
NGUYỄN XUÂN QUỲNH

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ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my advisor, Dr. Phan The Hung,
who offered me academic advice and constructive comments on the writing of this
thesis. Definitely, this work would not have been completed without his encouragement
and assistance. I highly appreciate his thoughtful supervision and his great
perseverance.

I also would like to express my gratitude to Dr. Nguyen Thi Kieu Thu and the
Faculty of English Language of Ho Chi Minh City University of Technology, who are
incredibly supportive and have offered me and my classmates all the knowledge and
materials we need for our theses.
I am grateful to the sample schools’ principals and co-workers and students for
their co-operation during data collection.

Last but not least, I am indebted to my family, especially my parents who are
always by my side when I was attending MA classes and was doing my thesis.

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ABSTRACT

It is shown in different studies that when learners are tasked to complete missions
during their learning process in English language, they use particular learning
approaches, strategies and eventually undergo self-regulatory processes. So, this study
aimes to explore firstly the self-regulated learning strategy use level among Vietnamese
first-year university non-English majored students, seondly, to investigate the
relationship between self-regulated learning strategy use level and English proficiency
and finally, to find out the differences in self-regulated learning strategy use among
Vietnamese first-year university non-English majored students of different genders,
disciplines, and years of learning English.

The quantitative method was employed in this study. Data were collected from
questionnaires. The participants were 328 non-English majored first-year university
students from different disciplines from Van Lang university in HCM city, Vietnam.
The results of the study indicated that the self-regulated learning strategy use level
among Vietnamese first-year university non-English majored students was at a Medium
level (Mean = 1.65). In addition, there were no significant differences in the use of selfregulated learning strategies between male and female students. Also, the more
frequently students used self-regulated learning strategies in learning English, the
higher their English proficiency would be. Lastly, factors such as years of learning
English, and disciplines did not predict self-regulated learning strategy use.

Keywords: Self-regulated learning strategies, university student, English proficiency

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TABLE OF CONTENTS
Certification of thesis defense ……………………………………………………….....i
Master’s thesis report ……………………………………………………………….…ii
Certificate of originality ………………………………………………………………iii
Retention and use of the thesis ……………………………………………………..… iv
Acknowledgements ………………………………………………………………..….v
Abstract ……………………………………………………………………………….vi
Table of contents ……………………………………………..………………………vii
List of tables …………………………………………………………………….….…x
List of figures ……………………………………………………….……….………..xi
List of abbreviations ……………………………………………………...………….xii

CHAPTER 1: INTRODUCTION
1.1 Background to the study …….……………………….……………………………1
1.2 Statement of the problem ……..…………………………………………………...1
1.3 Aims and objectives of the study ………………………………………….………4
1.4 Research questions ……….……………………………………………………..…5
1.5 Scope of the study ………………………………………………………………….5
1.6 Significance of the study …………………………………………………………..5
1.7 Definitions of the key terms ……………………………………………………….6
1.8 Organization of the thesis ………………………………………………………….7

CHAPTER 2: LITERATURE REVIEW
2.1 Social Cognitive Theory …………………………………………………………..8
2.2 Self-regulated learning model ……………………………………………………10
2.3 Characteristics of self-regulated learners ………………………………………...13

2.4. Vietnamese learning styles and learning strategy …………………………………….....16
2.5 Previous studies ………………………………………………………………………..23
2.5.1 The relationship between the level of foreign language ………………………..23
proficiency and the learning strategy……………………………………………….. 23
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2.5.2 The relationship between gender and learning strategy ………………………. 29
2.5.3 The relationship between disciplines and learning strategies…………………...30
2.5.4 The summary of previous studies ……………………………………………...31

2.6 Conceptual framework…………………………………………………………....32
2.7 Summary………………………………………………………………………….33

CHAPTER 3: METHODOLOGY
3.1 Research design………………………………………………..…………………….…34
3.2 Research site ……………………………………………………………………………..34
3.3 population………………………………………………………………………………...34

3.4 Sampling……………………….…………………………….…………………...35
3.5 Instruments ……….……………………………………………………………....35
3.5.1 English Proficiency Test ………………………………………………. 35
3.5.2 The Questionnaire ………………………………………………………36
3.6 Data collection procedures…….………………………………………………….37
3.7 Data analysis procedures …….…………………………………………………...37
3.8 Validity and reliability………….………………………………………………...38
3.8.1 In the first phase …………………………….…………………………..38
3.8.2 In the second phase…………………………………………………….. 39
3.8.3 In the third phase …………………………….………………………….41
3.9 Demographic report of participation ……………………….…………………….44

3.10 Ethics………………….………………………………………………………....49
3.11 Summary ……………….…………………………………………………….....50

CHAPTER 4: RESULTS AND DISCUSSION
4.1 Correlations between independent variables and dependent variables …………..51
4.3 Primary analyses ………………………………………………………………….52
4.4 Discussion ………………………………………………………………………. 60
4.5 Summary………………………………………………………………………… 64

CHAPTER 5: CONCLUSION
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5.1 Summary of findings ……………………………………………………………..65
5.2 Pedagogical implications. ………………………………………………………...65
5.3 Limitations ……………………………………………………………………….70
5.4 Recommendations for further research …………………………………………. 71
5.5 Summary …………………………………………………………………………71
REFERENCES ……………………………………………………………………..72
APPENDICES …………………………………………………………………...….79
Appendix A: Adaptation process……………………………………………………..79
Appendix B: Questionnaire…………………………………………………………...84
Appendix C: Pattern loading matrix results for QESRL ……………………….……. 89
Appendix D: A second-order confirmatory factor analysis…………………………..96
Appendix E: Independent sample T-test for genders and SRL strategy use………….97
Appendix F: Coefficient in the stepwise regression model ………………………….97
Appendix G: Endorsement form ……………………………………………………..99
Appendix H: Plagiarism checker results …………………………………………….100

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LIST OF TABLES
Table 3.1. The regression path coefficient and its significance
Table 3.2. Frequency distribution of gender
Table 3.3. Descriptive statistics of age and years of learning English
Table 3.4. Frequency distribution of majors
Table 3.5. Cronbach’s alpha values for overall scale and its subscales
Table 3.6. Percentiles
Table 3.7. Formulae to calculate upper and lower quartiles
Table 3.8. Extreme values
Table 3.9. Skewness and Kurtosis
Table 4.1. Correlations between independent variables and dependent variables
Table 4.2. Descriptive statistics for SRL strategy use and its subscale for the sample
Table 4.3. Descriptive statistics of SRL strategy use among males and females
Table 4.4. Descriptive statistics for SRL strategy use and English proficiency scores
Table 4.5. Correlation between SRL strategy use and English proficiency score
Table 4.6. Model summary
Table 4.7 Coefficient in the stepwise regression Model
Table 4.8 The stepwise regression result

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LIST OF FIGURES
Figure 2.1

Social cognitive model

Figure 2.3

Key behavioral, environmental, and personal processes.

Figure 3.1

A second-order confirmatory factor analysis after removing items with
factor loading under 50

Figure 3.2

Outliers examined by Boxpot

Figure 3.3

Histogram for SRL

Figure 3.4

Normal Q-Q plot

Figure 4.1

Normal P-P plot of Regression Standardized Residual

Figure 4.2

Scatterplot for dependent variable

LIST OF ABBREVIATIONS AND SYMBOLS*

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ELLs:

English language learners

KET:

Key English Test

EFL:

English as a foreign Language

ESL:

English as a second language

L2:

Second language

LLSs:

The language learning strategies

SRL:

Self-regulated learning

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CHAPTER 1: INTRODUCTION
1.1. Background to the study
For over the past decades, English has seen a rapid spread all over the world and
got recognized as a global language for international communication, diplomacy, and
foreign trade. In effect, when it comes to adopting a foreign language to study, English
would frequently be a preferred language (Crystal, 2003). A considerable number of
English users in the modern world in the Outer Circle have been recorded,
approximately 1 billion speakers, including countries that used to be colonized by the
British.

Although Vietnam did not use to be a British colony, the majority of Vietnamese
students tend to choose English as a foreign language and treat English as a means to
pursue their academic studies or get a good job. Also, to keep up with the fast-paced
development of the world and open the door to the outer world, Vietnamese students
have to study English to participate in the global workforce and international business
where English is widely spoken. As a member of the Expanding Circle, Vietnam has
recently promulgated English to be taught at all school levels and required job seekers
to master a certain English level in recent decades. English functions as a primary
requirement for students to pursue higher academic levels and becomes the compulsory
subject for the national entrance exams at all universities. However, there is an
undeniable fact, as mentioned by Hoang Van (2007) that before attending a university
course, high school students may have already spent at least 700 hours on learning
English at schools, and it seems that the amount of actual knowledge and skills they
have gained and acquired are still modest. However, this matter has not been taken
seriously due to a lack of large-scale studies conducted in Vietnam to address this issue.
Also, to enable English language learners (ELLs) to develop their English

competence, researchers have spent a considerable amount of time and effort finding
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best practices in teaching learners to master English. Among those practices are
understanding and training students with SRL strategy use. Studies show that learners
who could initiate their study activities and promote SRL strategies appear more likely
to progress and get better achievement (Zimmerman, 1986). Thus, SRL has been the
growing attention among second-language learning researchers thanks to its
contributions to better academic results (Andrade & Evans, 2013). Self-regulated
learning involves “deliberate planning, monitoring, and regulating of cognitive,
behavioral, and affective or motivational processes toward completion of an academic
task” (Hadwin, 2008, p. 175). Besides, Zimmerman (2013) posited that SRL was rooted
in Bandura’s (1986) social cognitive learning theory, which focuses on triadic
interactions among personal (i.e., cognitive beliefs, motivation and affect), behavioral
(i.e., physical activities), and environmental (i.e., physical and social setting) processes.
In second language acquisition, language learners participate actively in the
language processes, and, irrespective of their language backgrounds, those learners
often adopt strategies (Oxford & Crookall, 1989). Moreover, English learners also have
to manage the learning process, such as self-organizing and self-regulating themselves
to reach their goals since self-regulation is vital for bettering the learners’ academic
results (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). As SRL strategies are
essential for students’ academic achievement, the main goal of the study is to investigate
how Vietnamese learners’ SRL use strategies to study English as a foreign language.
In institutional context, English has become an important language and
compulsory language at Van Lang university. English has been taught to all students
from all majors at all levels during four years. Because of its contribution to the students’
GPA at Van Lang university, the study is carried out to help students overcome the
challenges in learning this language.
1.2 Statement of the problem

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Approximately 70% of Vietnamese English test-takers got 5 points or under (of
the 10-point scale), as shown by the local media HaNoitimes in the national entrance
exam 2020, which has evoked major concern towards the nation's language education
field. Hence, before suitable measures for learning and teaching approaches are
proposed, it is necessary to conduct studies related to Vietnamese students’ English
learning strategy use as strategy use has been proved correlated with the English
proficiency level in prior studies (Bai & Wang, 2021; Bernacki et al., 2012; Wang,
Bong, et al., 2013). The destructive results of Vietnamese students’ English proficiency
attract major concerns from language experts.
Le Xuan Quynh (2013) stated that though SRL has long been seen as an essential
educational construct, SRL research for EFL is still inadequate. In the contexts of
education in Asian countries, such as Vietnam, the instruction with exam-focus and the
power relationship between the teachers and students appears to make language teachers
the only knowledge deliver, which could have discouraged students’ autonomous
learning activities in the classroom. Simultaneously, producing self-regulated learners
with excellent English skills requires the promotion of SRL strategies, together with
skill competence and expertise, as students often encountered significant challenges to
obtain, utilize, and monitor strategies and competencies.
Self-regulated strategies are linked with positive language-learning outcomes.
Therefore, it is recommended that teachers should assist language learners to improve
SRL skills (Kim, Wang, Ahn, & Bong, 2015). Although countless studies were carried
out in foreign contexts investigating students’ SRL, there seems a paucity of large-scale
and valuable research conducted locally investigating Vietnamese students’ SRL
strategies in learning English. Also, learning strategy use in the English language is not
adequately taught in most schools in Vietnam.
Also, according to Van Van Hoang (2018), in spite of the significance of English

in this modern life of globalization, English language teaching still witnesses low quality
and does not meet the requirements for well-qualified speakers. He attributed those
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unwanted results to some main reasons, among which involved the fact that most
English instructors, teachers, and lecturers, specifically those who were working at
lower levels, such as primary or secondary schools, were not qualified enough. Thus, by
exploring students’ SRL strategy use to carry out suitable strategy intervention, the lowlevel proficiency level among English teachers will no longer be a hindrance as students
can be taught to autonomously self-regulate their own learning.
For over five years, Van Lang university has offered students at all levels a
general English course which aims at equipping students with four skills: writing,
speaking, listening and reading. However, for first-year students, the course seems to be
so challenging for them because at high school, they just focused on mainly grammarrelated tasks for examinations. That is why, the study is conducted to help them improve
all four English skills and help them to explore new methods that they can apply for
their English study.

1.3 Aims and objectives of the study
Since there are few studies about Self-regulated learning strategy use on
Vietnamese students, this study was conducted to fill the gap. Since there are few studies
about Self-regulated learning strategy use on Vietnamese students, this study was
conducted to fill the gap. This study was aimed to understand Vietnamese students' selfregulated learning in learning English in Van Lang university.

Specifically, this study is designed to achieve:
1.

To investigate the SRL strategy use level among Vietnamese first-year university

non-English majored students at Van Lang university.
2.

To find out the relationship between SRL strategy use level and English

proficiency of non-English majored students at Van Lang university.
3.

To identify the best predictors of SRL strategy use among Vietnamese first-year

university non-English majored students at Van Lang university of different genders,
disciplines, and years of learning English.
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1.4 Research questions

Accordingly, the following research questions must be addressed:
1. What is the level of SRL strategy use among Vietnamese first-year university nonEnglish majors at Van Lang university?
2. How is the relationship between Vietnamese first-year university non-English
majors’ SRL strategy use and their English proficiency at Van Lang university?
3. What are the best predictors of SRL strategy use among Vietnamese first-year
university non-English majors at Van Lang university of different genders, disciplines,
and years of learning English?

1.5 Scope of the study

The study examined SRL strategies employed by the first-year non-English
majors. Thus, the scope of the study lies within the boundaries of the employment of
SRL use in their English learning. As the paper was conducted to investigate the strategy
use among first-year non-English majors on a large-scale, the quantitative design was
considered the most suitable. The target population chosen for the study is Vietnamese

university students who come from different disciplines but English. However, the
accessible population is Vietnamese first-year university non-English majored students
from various departments at Van Lang University. A convenient sample of 328 from
this population is selected to participate in this study. Participants completes computerbased and paper questionnaires.

1.6 Significance of the study
The study provides valuable information to English educators about the general
level of Vietnamese students’ SRL strategy use and related predictive factors. At the
same moment, the study results benefit Vietnamese educators, informing them of their
students’ SRL strategy use level and the important role of SRL in enhancing students’
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English proficiency. Also, having sufficient knowledge of students’ SRL, Vietnamese
English lecturers can design appropriate lessons or implement training programs to
boost their students’ use of self-regulatory strategies. The study results could also
support English university lecturers in Vietnam who consider teaching students SRL
strategies a useful tool for their academic success. Consequently, English lecturers and
teachers can deeply understand their learners and adjust their teaching responsibilities
to plan suitable pedagogical activities to enhance the use of strategies among learners
and English proficiency level.

Moreover, the study increases English learners’ awareness of their strategy use
and its relation with their proficiency through completing the questionnaire and English
proficiency test. This study also contributes to the general line of research on strategy
use among EFL learners. The study also helps Vietnamese researchers increase more
awareness of Vietnamese students’ SRL strategy use level and understand the relation
between SRL strategy use and English proficiency level. An in-depth understanding of
learners' agentic self-regulation with autonomous and enthusiastic participation in their
learning process, particularly in learning a foreign language, is necessary for Vietnamese

researchers.

1.7 Definitions of the key terms
Self-regulated learning (SRL)
+ SRL is defined by Pintrich (2003) as a “proactive process when learners set their
aims, monitor, regulate, control, and sustain their cognition, motivation, and behaviors
in the learning environment”
Self-regulated learning strategy
+ SRL strategies are measures that students use to develop study habits, to monitor or
regulate their learning process, and to make adjustments to their own strategies based
upon feedback

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In this study, the SRL strategy use was measured on a 50-item SRL questionnaire,
adapted from Wang & Bai's (2017) 68-item Questionnaire of English SRL Strategies
(QESRLS).
English proficiency
+ English proficiency refers to the ability of Students to use the English language to
make and communicate meaning in spoken and written contexts while completing
their program of study. In this study, it is measured via PET test.

1.8 Organization of the thesis

The paper includes five separate chapters.
Chapter 1 covers the background, statement of the problems, aims, objectives, research
questions, the scope of the study, the significance of the study, definitions of the terms,
and overview of thesis chapters.
Chapter Two reviews the literature of social cognitive theory, Vietnamese learning

styles and learning strategies, followed by previous studies in SRL.
Chapter Three gives a detail description of the methodology used for research, which
includes research setting, research participants, research design, research instruments,
the procedure of data collection, and data analysis.
Chapter Four shows the information on the results of analyzing data collected from the
research instruments. Also, it generates a discussion of the research results and provides
the answers to three main research questions.
Chapter Five concludes the study by presenting the implications, limitations,
recommendations, and suggestions for the research in the future.

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CHAPTER 2: LITERATURE REIVEW

The review in this chapter includes the theoretical support for SRL. The following
section introduces the SRL model and reviews individual studies that were conducted
for SRL in learning English. The final section summarizes the chapter.

2.1. Social Cognitive Theory
The study adopted Bandura’s (1986) Social Cognitive theory. Albert Bandura
advanced this theory as an extension of his social learning theory. He stated that an
individual witnessed a model that performed a behavior, and consequently, they
memorized the result of events and utilized this information to decide the way they
behave later. Bandura (1986) stated that people learned by observing others and that the
surrounding, behavior, personality and cognition acted as critical elements influencing
human development in a reciprocal triadic relationship. Every single behavior observed
can alter the way an individual thinks (cognition). Figure 2.1 illustrates the reciprocal
relationship of personal, behavioral and environmental factors.

Figure 2.1: Bandura’s (2001). Social cognitive model

Albert Bandura (1986) suggested reciprocal determinism, which was a model made up of
three elements that impacted the way people behave: the environment, the individual, and the
behavior itself. This theory stated that a human being 's behavior impacts and was affected by

8


both society and personality. This model claimed that these three elements were continually
interacting with one another. Just as the environment influences an individual’s behavior, a
person's actions also affect the environment. Reciprocal determinism proposes that children did
not simply react as a consequence of learned associations or reinforcements. In fact, it was their
traits, thoughts, emotions, and behaviors that impacted the way they connect with the outside
environment.

Social cognitive theory, which has been researched in the psychological, educational, and
communicational fields, also states that the knowledge acquisition of a person can be gained
through observing surrounding people in the social setting of interactions, experiences, and
outside media influences. Observing a model could also make the observers to get involved in a
manner they already learned. That is to say that people do not only learn new behaviors only by
testing them to see if they succeed or fail but also, the survival of human beings appears to be
dependent on the repetition of others' actions. It also depends upon if they get some rewards or
punishment due to their actions and the consequence of those actions, the viewers could choose
to copy those manners modelled.
Simply put, social learning theory is the idea that people learn from observing
others Teachers have found that social modeling and examples are a very powerful tool
in education. If people see positive consequences from an action, they are likely to do
that action themselves. And if they see negative consequences, they are likely to avoid
that behavior (Bandura, 2001). Unique, novel, and different situations often catch a

student’s attention and can stand out to them. If students see other students paying
attention, they are more likely to pay attention. At the same time, this study aims to
explore the way students apply strategies into their English learning, based on this
theory, it is stated that, students can learn from each other and learn the strategies their
friends use when they know that these strategies help them in improving their English
proficiency.

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2.2 SRL model

SRL is rooted in diverse theoretical perspectives, namely the operant theory,
phenomenological theory, social cognitive theory, sociocultural theory, and
constructivist theories. However, among these theories, the social cognitive theory has
been widely adopted in education (Dignath & Büttner, 2008). Despite the diversity of
emergence, there are mutual grounds on which these theories rely. Firstly, SRL requires
the “purposive use of specific processes strategies, or responses, by students to improve
their academic achievement.” (Zimmerman 2001, p.5). Secondly, SRL includes a
repeated feedback procedure where learners partake in controlling how successfully
they apply learning strategies and the wide selection of methods they apply to respond
to this feedback. Thirdly, the reason for electing some SRL strategies and the way
learners choose them is a conjoint feature of SRL theoretical perspectives. Fourthly,
learners want to have more time for preparation to complete missions and make an effort
to self-regulate their academic learning to bring satisfactory outcomes (Zimmerman,
2001).

Since the introduction of social cognitive theory, there have been various theories
and models proposed to determine the elements that intervene in the self-regulation of
learning and also to found relations between self-regulation and academic proficiency,

such as those formulated by Zimmerman (1998, 2000), Pintrich, Wolters & Baxter
(2000). After reviewing all self-regulation models, Wolters et al. (2003) stated that learners are
depicted as “active, constructive and able to monitor their environment” (p. 3) in the role of
participants in the learning process. Learners liked to actively construct their own meanings, goals
and tactics from information that was available in the external environment as well as in their
minds in other words, internal environment. Instead of just being negative recipients of
information provided by mentors, family members, or other adults, learners become positive,
constructive meaning-creators when they got engaged in academic work (Pintrich, 2000).
Moreover, all models more or less assume that the learners were capable of monitoring,

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controlling, and modifying certain aspects of their cognitive environments, operations,
administration, and some specific environment features (Karabenick, 2001). Also, all models
stated that some of the biological, developmental, precognitive, and different traits and restrictions
could influence individual endeavors in regulation (Butler & Winne, 1995; Zimmerman, 2000).
Nevertheless, among all the SRL models, Zimmerman’s (2000) model is the most widely
recognized since it was built on Bandura’s (1986) social cognitive theory, and it features all
aspects of cognition and metacognition in learning as well as other social, contextual
characteristics of the learning environment. The social cognitive theory accepted the fact that
individuals take their self-regulation ability to boost academic achievement and enhance a sense
of autonomy (Bandura, 1986; Zimmerman, 2000). SRL is related to the self-generation of
thoughts, systematic ideas and behaviors that are systematically directed toward the achievement
of someone's aims. The development of the SRL model is considered a representation of an
essential theoretical advancement, demonstrating the active interaction of personal, behavioral,
and environmental influences (i.e., model of reciprocal interactions;). For instance, Zimmerman
(2000) formulated a three-phase cyclical model comprising forethought, performance, and selfreflection phases. SRL consists of many processes, as shown in Fig. 2.3.

11