Need Assessment for Integrating Self-Regulation Practice in Teaching and Learning of English at Secondary School level in Islamabad, Pakistan
DOI:
https://doi.org/10.48112/aessr.v4i4.934Abstract
Abstract Views: 685
This research attempts to assess the current knowledge and practices of students and teachers regarding the use of Self-Regulated Learning (SRL) in urban secondary schools of Islamabad. In the context of secondary school English learning, the study specifically examines the use of SRL strategies employed by low-achieving students in their learning endeavours and the role of teachers in promoting SRL among their students. It is a mixed-methods approach that combines qualitative data from structured interviews with quantitative evaluation through a rubric-based scoring system. A total of 40 low-achieving students and 20 English teachers from 10 randomly selected schools participated in the study. The low achievers scored poorly across all six SRL domains, showing significant deficiencies in using SRL strategies. Teacher interviews indicated that while lesson planning was somewhat effective, there were notable gaps in providing guidance for homework and guidance for improving students' performance. These findings emphasise the need for targeted interventions to enhance SRL among low-achieving students and highlight the importance of professional development for teachers to support student self-regulation better. This study calls for comprehensive SRL integration into student learning strategies and teacher training to improve academic outcomes in English learning at the secondary level in Islamabad.
Keywords:
English language learning, Low-achieving students, Secondary schools, Self-regulated learning, Teacher practicesReferences
Ahmed, Z., Khan, S., Saeed, S., & Haider, S. I. (2021). An Overview of Educational Policies of Pakistan (1947-2020). Psychology and Education Journal, 58(1), 4459-4463.
Bakar, Z. A., & Ali, R. (2017). Regulation of learning: From the perspective of male students in Pakistan. Regulation, 8, 13-2017.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391-409. https://doi.org/10.1007/s10648-008-9083-6
Farooq, M. S., & Kai, Y. T. (2017). A Review of Pakistan School System. Journal of Education and Practice, 8(4), 97-101.
Fazal, K., Sarwar, U., Nargiza, N., Khan, B., & Qi, Z. (2023). Creative thinking in Pakistani public schools: A qualitative study of teachers’ perspective and practices. Creative Education, 14(4), 637-657. https://doi.org/10.4236/ce.2023.144042
Hussain, S., Hafeez, A., Zaman, F. U., & Seerat, S. S. (2023). Why quality of education is low at the secondary level in Pakistan: A group discussion. International Research Journal of Management and Social Sciences, 4(4), 190-205.
Iqbal, H. M., Sohail, S., & Shahzad, S. (2010). Learning and study strategies used by university students in Pakistan. Procedia-Social and Behavioral Sciences, 2(2), 4717-4721. https://doi.org/10.1016/j.sbspro.2010.03.756
Khadim, M., Qureshi, N., & Khan, A. M. (2021). Content Analysis of National Education Policy 2017: Educational Exertions towards Education for Sustainable Development in Pakistan. Journal of Educational Research (1027-9776), 24(1).
Khan, Y. M., Shah, M. H., & Sahibzada, H. E. (2020). Impact of Self-Regulated Learning Behavior on the Academic Achievement of University Students. FWU Journal of Social Sciences, 14(2), 117-130.
Khushik, F., & Diemer, A. (2018). Critical analysis of education policies in Pakistan: A sustainable development perspective. Social Science Learning Education Journal, 3(09), 01-16.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205. https://doi.org/10.1037/0003-066x.53.2.205
McClelland, M. M., & Wanless, S. B. (2012). Growing up with assets and risks: The importance of self-regulation for academic achievement. Research in Human Development, 9(4), 278-297. https://doi.org/10.1080/15427609.2012.729907
Ozhiganova, G. V. (2018). Self-regulation and self-regulatory capacities: Components, levels, models. RUDN Journal of Psychology and Pedagogics, 15(3), 255-270.
Pahuriray, V. G. M. (2021). Self-Regulating Capacity in Language Learning and English Academic Achievement. Globus Journal of Progressive Education, 11(2), 82-86.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407. https://doi.org/10.1007/s10648-004-0006-x
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. Handbook of self-regulation (pp. 631–649). Academic Press. https://doi.org/10.1016/B978-012109890-2/50048-2
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Seker, M., & Dincer, A. (2016). Teacher transformation as a basis for the promotion of selfregulated language strategies. Literacy Information and Computer Education Journal (LICEJ), 7(1), 2206-2210.
Shah, S. M. A., Kiani, K. M., Mahmood, Z., & Hussain, I. (2011). In-service training of secondary level teachers: A follow up of teachers’ performance in comparative perspective. Journal of Education and Practice, 2(11), 40-50.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective, in Handbook of Self-Regulation, eds M. Boekaerts, P. R. Pintrich, and M. Zeidner (San Diego, CA: Academic Press), 13-40.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
