Self-regulated Learning and Academic Achievement in the EFL Classroom

Abstract

This study explores the role self-regulated learning (SRL) plays in academic achievement in the EFL classroom by comparing self-regulated learning strategies use and motivational beliefs among Tunisian EFL learners coming from different achievement groups. The participants (n=59) were 8th form pupils enrolled at a preparatory school in the region of Sfax. Data was collected using the Motivated Strategies for Learning Questionnaire. Data analysis included descriptive, statistical and analytical procedures. Findings revealed that there is a positive relationship between self-regulated learning and academic achievement in the EFL context. Consequently, self-regulated learning is a predictor of academic achievement. High achievers were also found to use more frequently and consistently SRL strategies. The findings of the present study are relevant to both the field of SRL and to the advancement of EFL teaching especially in the Tunisian context.