Effect of Learners' Interest and Goal Orientation on their Practice of Self-Regulated Learning Strategies in English Subject

Abstract

This study aimed to investigate the effect of learners' interest and goal orientation on their practice of self-regulated learning strategies in English Subject. The model of this paper consisted of interest (feeling-related and value-related valence beliefs), goal orientation (performance and mastery goal orientation), and SRL strategies (cognitive and metacognitive strategies). Seven hundred thirty-one (731) BS English undergraduates participated in this paper. All the participants were assessed on goal orientation using Goal Orientation Questionnaire (GOQ), interest using the Interest Questionnaire, and practice of self-regulated learning strategies using the Questionnaire about SRL Strategies. Pearson correlation and Multiple Regression were used to analyze the data. Outcomes indicate that learners' interest and goal orientation positively correlated to their practice of self-regulated learning strategies. Mastery goal orientation was the independent predictor of learners' practice of cognitive and metacognitive strategies. A value-related valence belief was the independent predictor of learners' practice of cognitive strategies. In contrast, a feeling-related valence belief was an independent predictor of learners' practice of meta-cognitive strategies.