Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Umm e Habiba, Mumtaz Akhter and Tahira Batool 100 Global Social Sciences Review (GSSR) teachers training on SRL instruction in early middle and primary schools (Harding, Nibali, English, Griffin, Graham, Alom, & Zhang, 2018). Furthermore, the research found that the fourth year (EFL) Irani students much equipped with self-regulatory learning strategies in writing as compared to third-year students (Abadikhah, Aliyan, & Talebi, 2018). Likewise, it was pointed out by Ergen and Kanadli, (2016) that self-regulated learning strategies had a positive effect on students’ academic achievement in schools of Turkey. Moreover, it is suggested that teachers should get a practice of SRL strategy in pre-service and in-service training in order to increase their students’ performance. Furthermore, the results of Goy’s (2017) study also support the point of view of previous researches regarding teacher training in order to use SRL strategies. So, this strategy can be helpful for Turkish learners to improve their writing skills in schools. Consistently, findings of the study observed that those learners who are self-regulated showed better and longer performance in essay writing as compared to those learners who are less effective in China (Jingyan & Min, 2017). Likewise, Students learned process of self-regulation which included plan, draft, revise and self-evaluation. In addition to specific writing strategies, students learned strategies for self-regulation (MacArthur, Philippakos, & Ianetta, 2015). Similarly, all those students’ who received SRL instructions, their essays were of better quality and better in quantity (Carlino, Gozur, Jozwik, & Krissinger, 2017). Two elements are a very important base for effective SRL which are study routine and early habit-forming experiences in homework. Next, teachers were identified as the most common source of SRL strategies with important formative experiences occurring during the first two years of high school in Queensland (Effeney, Carroll, & Bahr, 2013). In addition, findings of Somaye, Tarlan, and Moslm (2015) indicated about fruitful results of instructing self regulation learning strategies because it is helpful in decreasing the test anxiety and beneficial in increasing the self-confidence (in subjects of math and biology) among high schools students of Iran. In the same way, it was observed in Iran that EFL undergraduate learners (experimental group) performed significantly better in reading tests as compared to control group in Iran (Nejabati, 2015). Self-regulated learners develop independent musicianship, enhance confidence and musical competence, and they also increase motivation to practice in Florida (Meider, 2018). In the same way, another insight is provided by Kim, and Nor, (2019); Eissa (2009) SRL approach can improve the story writing abilities of school students with Autism disorder if special education teachers get training to effectively implement the strategy (Saddler, 2014). Other findings of research recommended that teachers can support EFL university learners in order to develop selfregulated strategies to improve their English writing scores in Japan (Gilbert, 2018). In line with previous studies, Self-regulated strategy development writing intervention can be an effective intervention strategy to improve writing and reading comprehension skills in children with hearing loss (Rice, 2017). Consistent with previous results, collaborative teaching in a computer hands-on learning environment is proved very helpful for Irani students to go for higher writing self-regulation (Pahlavani & Maftoon, 2008).