A correlation between meta-cognitive self-regulated learning strategies (meta-SRLls) and english language achievement

The present study explores the correlation between Meta-cognitive Self Regulated Learning strategies used by English language learners and how these strategies influence their language performances. This correlation study was carried out with 170 participants who enrolled in an English language proficiency course. The results of Pearson correlation test revealed a positive relationship between the use of Meta-cognitive strategies and the participants’ level of English language proficiency. This study has yielded findings that make an original contribution to both the theory and the practice of Self-Regulated learning especially in the context of language teaching and learning. The pedagogical implications of this study will further lead to a systematic teaching of Meta-cognitive self regulated learning strategies in the L2 classrooms which hope to increase the proficiency level of L2 learners.