Manusya, Journal of Humanities
Publication Date
2008-01-01
Abstract
This study aims to investigate students' self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension pre- and post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or self-reflection phases. Pedagogical implications are presented and discussed.
First Page
104
Last Page
124
Recommended Citation
Pratontep, Chitchon and Chinwonno, Apasara
(2008)
"Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program,"
Manusya, Journal of Humanities: Vol. 11:
No.
2, Article 6.
Available at:
https://digital.car.chula.ac.th/manusya/vol11/iss2/6