Self-regulated learning and reading skill

Abstract

The study conducted analyzed students' perspectives on self-regulated learning in reading skill. For the study, 73 pre-service students (26 males and 47 females) participated in a descriptive non-experimental research. The data was collected using a survey that was composed of 3 sections, with 24 items on a frequency Likert scale, and included 2 open-ended questions. The survey was validated using Cronbach's Alpha coefficient (0.968). After the application of the survey, the results showed that the most used self-regulated learning strategy was selective help-seeking, that demands students to seek help from different resources when they need help. It was also revealed that the most promoted self-regulated learning phase in class was the performance phase, the phase of active participation of students. Finally, it was also reported that the most used reading comprehension strategy was to make predictions, which encourage active engagement with the text. Explicit instruction in self-regulated learning is vital for students to learn to become more aware of their learning and to take control of it, so that they gain a sense of responsibility and autonomy in their education.