ESL undergraduates' self-regulated learning dimensions / Megos Simak

Simak, Megos (2012) ESL undergraduates' self-regulated learning dimensions / Megos Simak. Masters thesis, Universiti Teknologi MARA.


The study aimed to find out the degree of self-regulated learning dimensions of persistence, efficacy and reflection among ESL undergraduates. This study involved a group of ESL undergraduates doing Bachelor of Office Management at Universiti Teknologi MARA (UiTM) Sarawak as respondents. To assess these students’ selfregulated learning dimensions, the researcher used Motivated Strategies Questionnaire for Learning (MSLQ). There are 81 items for the students to respond to in relation to their Self-regulated Learning Dimensions. Based on a survey research design employing convenience sampling, the questionnaire was administered to 40 ESL undergraduates and all questionnaires were completed. The analysis of the questionnaire was done using Statistical Package for Social Sciences (SPSS) Version 17.0 for descriptive statistics. The results indicate that the students scored an average range of mean score of 3.07 to 3.89 on a 7-point Likert scale: (1) representing ‘not at all true' and (7) representing ‘very true of me'. Therefore, based on the general scores of the students, it may be possible to say that they are at the mid-point of the scale, leaning towards ‘very true of me’. This indication might reflect the students’ level of confidence of their Self-regulated Learning Dimensions in motivation and learning strategy which seems to be leaning towards agreeing with the items in the questionnaire.


Item Type: Thesis (Masters)
CreatorsID Num. / Email
Subjects: L Education > LB Theory and practice of education > Learning. Learning strategies > Malaysia
P Language and Literature > P Philology. Linguistics > Language and languages
P Language and Literature > P Philology. Linguistics > Language and education
Divisions: Universiti Teknologi MARA, Shah Alam > Faculty of Education
Item ID: 15347
Uncontrolled Keywords: ESL undergraduates; Self-regulated learning dimensions; Persistence; Efficacy; Reflection


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