Self-Regulated Learning Strategy in Relation To The English Language Skills of Grade 10 Learners

SELF-REGULATED LEARNING STRATEGY IN RELATION TO THE
ENGLISH LANGAUGE SKILLS OF GRADE 10 LEARNERS
A Thesis Proposal
Presented to the Faculty of
Secondary Education Department
Polytechnic University of the Philippines-Ragay, Camarines Sur Branch
In Partial Fulfillment for the Requirements in

Bachelor of Secondary Education Major in English
Researcher:
Ladines, Trisha E.
Martos, Mark Laurenz M.
Mien, Delmark M.
Supenia, Karen L.
Tolentino, Kent Ryan A.
May 2024
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
One of the greatest challenges that a learner may face is how to absorb the lesson
effectively. The involvement of the learning strategy all throughout the learning process is
needed to promote meaningful and active learning. The learners tend to create flexible way to
increase the knowledge absorption.
The idea of self-regulated strategy of learners encourage motivation and influences

child's behavior towards their affective and educative process. Many of the self-regulated
learning strategies are useful across various content domains. Specifically, self-regulated
learning consists of three components: cognition, metacognition, and motivation. The cognition
component includes the skills and habits that are necessary to encode, memorize, and recall
information as well as to think critically. Within the metacognition component are skills that
enable learners to understand and monitor their cognitive processes. The motivation component
surfaces the beliefs and attitudes that affect the use and development of both the cognitive and
metacognitive skills. (Lee & Watson 2019)
Using self-directive learning strategy adheres to establishing learner’s engagement and

to generally assist them towards self-monitoring, work independently to accomplish tasks and to
improve valuable academic performance.
In addition, the result of the study conducted by Isfani et al. (2022) shows that Self-
Regulated Learning helps the learners to have organized learning schedule that makes their
aspects of writing more effective due to their practice of time management following their self-
made learning plans and motivation that guides themselves towards self-efficacy. It also
encompasses that there is motivational factor from themselves and to their environment that
affects their structured learning towards learning achievement.
Self-regulated learning strategy predispose a learner by dealing with their own capability.
For instance, he/she will determine their own development and has the ability to take control of
their behavior, time management, and planning a more feasible way of learning and have a
sense of self-directive processes that builds desire to participate and learn a new way on their
own. In this way, a learner can really have to use their minds to further nurture their learning and
develops their behavioral aspects into a meaningful way. This also explains that learners reduce
and conquers their anxiety where they are more focused on dealing with their own time that
gives positive crucial effect for learning reinforcement.
Self-regulated practices foster student’s development from their educational attainment,

behavioral and strategic aspects. This develops skills to diverse contexts that can be applied to
further promote flexible learning competencies. It was found that the learners who are highly
self-regulated to their own learning in terms of their linguistic competence reveals that they
exhibit to have proper time handling and self-assessment towards their language proficiency.
(Tomak, 2021).
In today’s generation, self-regulated learning practices involve learners and other

resources that creates collaborative learning environment. It exemplified how learners do not
just rely on the teacher as a facilitator of learning but knowing the fact that learners are diverse
that has a different way of observable learning absorption. Once they proved something
effectively, the habitual effect to the learners will be noteworthy and beneficial to them in the
long period of time.
According to PISA (Programmed for International Student Assessment 2018) this was
the first time since 2000 the Philippines took the chance to the international testing. Reportedly
that aged 15 years old who were tested in groups in Reading Literacy scored the country as the
lowest and second as the lowest in Science and Mathematics literacy among 79 countries. Due
to the poor results of the testing, Secretary Leonor Briones and DepEd launched the Sulong
Edukalidad that will focus to sharpen the educational system as the country aims to globalize
the quality standards to be a better performing one. Based on the data inventory administered
by Phil-IRI (2020) show those 14,289 nonreaders in secondary level out of 71,470 students in
13 divisions in Bicol region.
Hence, the researchers want to prove that Self-Regulated Learning practices strategized
by the Grade 10 learners that might play a significant role in enhancing their English language
proficiency and skills in terms of their reading, writing and speaking. The K to 12 curriculum and
the Sulong Edukalidad gives the idea on how to hold further discussions to competitively
develop the basic education and releases comprehensive effort for the achievement of quality
education.
Thus, self-regulated learning strategy towards language learning is not only focuses on
the cognitive skill but the involvement of learners’ motivational behavior, self-efficacy, decision-
making, competence and beliefs about language learning creates positive impact on their
learning acquisition.
The learner’s self-esteem, valuing learning and believing on one's own capabilities
contributes to enhance their English skills. Self-regulated learning strategy can be translated as
an educative process of a learner towards goal of educational achievement. It operates the
assumption that there is many self-regulated learning is useful that enclosed all domains and
components like cognitive, metacognition and motivation.
Learning strategies among learners provides them the capacity to choose the suitable
and efficient way to integrate ideas. Self-regulated learning strategies are seen to be ideally and
necessary tool for students’ academic achievement and self-efficacy.
This study encourages the researchers to determine the self-regulated learning

strategies being used by Grade 10 learners. In addition, researchers would like to know the
significance of self-learning strategies to their Basic English skills. Thus, this study will focus on
the relationship of learning approach adapted by learners, attitude towards the important role of
learning English language and the teaching-learning environment that will create learning more
transferrable towards English learning skills. Learners also exploring ways on how to voluntarily
spend time to strategically learn by themselves and implement their own ways of understanding
the lesson. Believing that the learners are explorers and diverse which also chooses a more
flexible and effective resources that is also attracts their interests in course of studying.
Theoretical framework
The objective of this study is to determine the self-regulating learning strategy that will
be used by Grade 10 learners in using English language, the performance of Grade 10 learners
in their Basic English language skills and Applying program and interventions that will help
learners to enhance their level of performance using English language. There are three related
theories in this study.
Figure 1. The Theoretical Paradigm of the Study
English language proficiency focuses on understanding what knowledge and skills a

person or student needs to acquire to communicate effectively and correctly.
This study is based on the Self-Regulation Learning Theory by Barry Zimmerman and
was supported by the emergence of three theories which are the Lev Vygotsky's Sociocultural
Theory and Bandura's Social Learning Theory.
Self-Regulation Learning Theory of Barry Zimmerman (2022) proposed that self-

regulation learning is a three cyclical process model of SRL which involves the concept of self it
terms of: a) forethought, 2) performance and 3) reflection which explains that learners’ beliefs
about their capability affects their behavior to pursue valuable academic goals through self-
monitoring and self-reflecting towards goal completion.
Together with the other existing theories which supports this study are the Sociocultural
Theory of Lev Vygotsky asserts that a child's cognitive development and learning ability by
social interactions. He also gives emphasis on the importance of language as the onset of all
learning. The learners who visualizes and have the greater understanding through their
interaction with a More Knowledgeable Person (MKO).
In the existence of Lev Vygotsky's theory, the Social Learning Theory encompasses and
focuses on how social interaction and one's behavior affects the learning absorption. These
supporting theories will represent how learners’ behavior, interest and motivation greatly affects
in shaping their learning strategies utilization towards language proficiency. Moreover, these
theories interconnect with each other that will reveal the respondents learning strategies as
stated in the statement of the problem.
Conceptual Framework
Since the researchers used three theories a conceptual paradigm was instituted for
comprehending of the variables for construction, manipulation and treatment of the study.
The variables of the current study beheld into the self-regulating strategy used by the
Grade 10 learners in using English language in terms of metacognitive, cognitive and
behavioral. The second one is determining the performance of Grade 10 learners in their Basic
English language skills in terms of reading, writing and speaking. Third one is the significant in
self-regulated learning strategy from the English language skills. And the fourth, the programs
and interventions that can applied or used by the learners on developing the level of language
skills.
The intent of this study is conceptualized by Input, Process and Output as perceived
above. The paradigm input variables of the study are the self-regulated strategy of grade 10
learners along metacognitive, cognitive and behavioral and the level of performance along
reading, writing, speaking and listening. Distributing Survey questionnaire and data gathering
will take on the process that will be interpreted and analyzed to determine the self-regulated
learning strategies and learning utilization of learners towards their English language skills. After
collecting the data from the respondents. Next is determining learner’s language learning
strategies being used. Lastly, is determining the process of the program and intervention that
can be recommended in utilizing their English skills.
As a result of the data gathered which answer the research questions will further provide
information about the relationship of the self-regulated strategy and other coping learning
strategies and other factors that affects Grade 10 Junior High School learners in utilizing their
English skills for S/Y 2022-2023.
Statement of the Problem
This study will determine the Self- Regulated Strategy of Grade 10 learners towards
English Language skills for the school year 2022-2023.
Specifically, this will determine the:
1. What is the self-regulating learning strategy used by Grade 10 learners in using English
language.
1.1 Metacognitive,
1.2 Cognitive, and
1.3 Behavioral?
2. What is the performance of Grade 10 learners in their Basic English language skills?
2.1 Reading,
2.2 Writing;
2.3 Speaking, and
2.4 Listening?
3. Is there a significant relationship between the self-regulated learning strategy and English
language skills?
Hypothesis
There was no significant relationship between the self-regulated strategy of the students
and their Basic English language skills.
Scope and Delimitation of the study
The general intent of this study is to determine the self-regulated learning strategies of
grade 10 junior high school students in using English language in terms of cognitive,
metacognitive and behavioral. This also looks into the performance of Grade 10 learners in their
Basic English language Skills in terms of writing, reading, speaking and listening. And lastly, a
language proficiency program as intervention that can be proposed to enhance the level of
English language skills.
This study was limited to Grade 10 students in Ragay District, School Division Office of
Camarines Sur, Region V, and SY 2022-2023. There were total of nine hundred thirty one (931)
respondents which covered the six (6) public schools of Grade 10 students in Ragay District.
The grade 7, 8, and 9 including Senior High School were delimited in this study. The
respondents will answer a survey questionnaire and the data gathered will be analyzed and
evaluated. The period of this study covered a whole semester from September 2022 to July
2023.
Significance of the Study
The findings of the study would give through going analysis and evaluation about the
student’s level of English language proficiency of the Grade 10 learners in Ragay District for S/Y
2021-2022, which would give help to the following beneficiary:
Grade 10 Students. The result of this study will help the learners enhance and elevate their
communicative competence in using the English language.
English Teachers. As one of the interior stakeholders of the school and an instructor, the
teacher will be aware of the programs, strategies and interventions that can be utilized to
enhance the level of communicative competence of the students.
School Heads-In-Charge of English. The data and information gathered in this study can be
used in improving the students’ skills, school programs and enhance student’s abilities on
speaking.
Chief Education Supervisor for Curriculum Implementation Division. The presented
program and intervention in this study would be a great help for students and their authority will
be a great asset to manage and support the given programs successfully and effectively.
Education Program Supervisor. The researchers believe that this program supervisor has a
vital role to attain expected knowledge and serves as guide and assistance for grade 7 students
and teachers after the implementation of the program.
Public Schools District Supervisors. After the implementation of the programs our district
supervisor would be responsible for the assessment and evaluation for the level of
communicative competence of the students and how teachers are applying the strategies
presented in the program.
District English Coordinator. They are the main head or head facilitator for the execution as
well as the implementation of the program during the teaching and learning process where
students could learn and adapt their strategies that are based on the intervention and program
proposed.
Future Researchers. The future researchers can used this in adding factual and concrete
information in the manuscript that has similar or related to topic. They can also use this study as
their basis and guide to have more evident study in the future.
Researchers. The current researchers can be used the finds and language strategies to
enhance his/her level of communicative competence and them to communicate effectively and
appropriately.
CHAPTER 2
REVIEW OF LITERATURE AND STUDIES
This part of the chapter will present the review of literature and studies that have
relevance and directly support the current research undertaking. The studies and literatures are
reviewed to serve as foundation of this research. The study includes the ideas, finished thesis,
generalization or conclusions, methodology and others. Those that were included in this chapter
helps in familiarizing information that are relevant and similar to the present study. The following
literatures and studies are revised and organized based on the statement of the problem. Also,
the researchers make sure of acknowledgement of the students.
Self-regulated Learning Strategy of the Students
This part of related literature and studies pertains to the self-regulated learning strategy
of grade 10 public school students of Ragay, Camarines Sur using English language in terms of
metacognitive, Cognitive, and Behavioral which are the key factors in enhancing the students'
level of performance using English language. In addition, the current literature and studies that
are provided will serve as support for the study.
Metacognitive
Akamatsu et. al (2019) n the Effects of Metacognitive Strategies on the Self-Regulated

Learning Process: The Mediating Effects of Self-Efficacy reveals that the use of planning
strategy enhanced self-efficacy. In the second path analysis, the general behaviors were
promoted by metacognitive strategies mediated by self-efficacy while the cognitive strategies
were almost directly affected by the monitoring strategy. But on the other hand, the general
learning behaviors and cognitive strategies involves different processes that metacognitive
strategies.
Pitenoee et al. (2018) asserted that metacognitive strategies are closely tied to the
executive control of cognition, which increases students’ achievement scores. Cognitive
strategies include several sub-strategies and are classified into two types of processing
strategies—surface cognitive and deep cognitive. Deep cognitive strategies (i.e., elaboration,
organization, and critical thinking) improve academic achievement, whereas surface strategies
(i.e., repetitive rehearsal and rote memorization) usually have negative associations with
academic achievement (Akamatsu et al., 2019).
Moreover, Martinez and De Vera (2019), the study highlighted ways in which students
level up and develop his/her sociolinguistics competence using strategies and exercises such
as exposing his/herself through writing letters, sending text messages, and even chatting with
friends wherein with a series of applying and doing the grade 10 students might develop and
elevate his/her attitude towards communication most especially with reconstructing and
rebuilding difficulties in a conversation to be able to have a smooth flow of discourse as well
delivery.
Furthermore, Parks (2017), showed the importance of expressing and showing

appropriate and distinguishable gestures to have successful and understanding communication
between listeners and speakers wherein because of this students might communicate
effectively and would have the chance to correct and distinguish the barriers during
communication. Therefore grade 10 students must expose themselves to these techniques to
help them elevate their competence in saving and reviving the conversation to properly execute
and deliver the message to their listeners or audience.
Cognitive
Cognitive strategies include several sub-strategies and are classified into two types of
processing strategies—surface cognitive and deep cognitive. Deep cognitive strategies (i.e.,
elaboration, organization, and critical thinking) improve academic achievement, whereas surface
strategies (i.e., repetitive rehearsal and rote memorization) usually have negative associations
with academic achievement (Akamatsu et al., 2019).
In connection with this, Sicop and De Vera (2017), the study stated that learning
materials like textbooks and even media platforms such as television and social media with
academic channels like You-tube can help students improve and develop his/her knowledge
about grammatical competence, especially with the used of proper and accurate punctuations,
spelling and capitalization during writing activities to be able to deliver a clear message wherein
researchers believe that these tools could execute and deliver highly understandable and
effective messages to your audience and listeners. Therefore, grade 10 students must engage
their selves with these platforms to elevate their competencies stated above and to improve
their grammatical competence as well.
Moreover, in the study conducted by Bai and Wang (2019) claims the nine types of SRL
engagements wherein the seven types of SRL found in their study were weighed more by the
learners like “seeking opportunities to practice the English, goal setting and planning” which
played significant roles in learner’s choice, effort, cognitive engagement and academic
performance. Along with the language learning environment, the immediate focus on
instructional quality is another key challenge for providing continuity of learning, especially
during the rapid spread of the coronavirus (O’Keefe et al., 2020).
Behavioral
In the area of English language education, English enjoyment refers to students’ liking
for learning English as a foreign language. Specifically, in the foreign language learning context,
experiencing enjoyment involves concentration, clearing goals and immediate feedback that can
help learners build resources (Li et al., 2018)
According Kyung-Rahn Kim (2023) on his study he concluded that the students
highlighted the positive influence of the combination of self-assessment and teacher feedback
enhances their self-regulated learning. The findings on his study shows that the self-assessment
was a motivator to enhance their performance through improved time management, timely
completion of their tasks, and demonstrating having the control on their learning, setting goals,
monitoring their own progress and the proper adjustment and choosing of strategies that
recognizes the significance in the metacognitive abilities and personal growth that heightens the
learning engagement.
Moreover, in the study of Çebi and Güyer (2020) on their study Student interaction
Patterns in different online activities and their relationship with motivation, self-regulated
learning strategy and learning performance examines and implies on their cluster analysis that
the learners who spent longer time watching video tutorials in learning activities more frequently
in the third cluster have the higher level in terms of intrinsic goal orientations, task value, control
beliefs, and self- efficacy for learning and performance. Furthermore, Wang and Chen (2020)
proposed on their study that the use of technology were identified to assist the learners to self-
regulate their learning. In such, the online dictionary consultation, using software applications
translator, reading texts online, listening to the radio, and exploring the web and YouTube and
other technology-based.
Performance of the Students in their Basic English Language Skills
Ability to use English in a variety of contexts involves multiple language skills and
therefore testing these skills enhances the accuracy of building better vocabulary and develop
English communication skills. Language skills were all important to help students in improving
and developing their performance academically. Some of the language skills used by the
researchers were reading, writing, speaking and listening.
Reading
As such, technology-based self-regulated English learning (SRL) strategies refer to

specific actions taken by the learners to learn English or to enhance their English learning in
technology-using conditions. A large quantity of technology-assisted SRL strategies were
identified in previous studies conducted in a variety of research contexts, such as consulting
online dictionaries, using translation software, reading texts on the computer, searching the web
for information, listening to the radio, exploring cultural knowledge on YouTube and so on (Steel
and Levy, 2013; Lai et al., 2018; An et al., 2020; Wang and Chen, 2020).
Relatively, Mamajanova @ Artikova, (2023), revealed that vocabulary training is based

on the desire to spread students’ understanding of a word based on its contextual environment,
as well as to accustom students to a holistic perception of the same meaning of an English word
that is realized in different contexts, and to avoid a typical associated with identifying the
meaning of English words with their contextual translation into native language. In this regard, it
is of great importance to learn the correct use of dictionary, which should first of all serve as a
means of hypothesis about the meaning of an unfamiliar word that arose in the process of
reading a sentence based on the context.
Moreover, Dedy Pratama et. al (2023) on the relationship between self-regulated

learning strategies and reading comprehension in a narrative text which entails that there was a
highly significant that correlated to the self-regulated strategies that applies to the reading skills
and to the cognitive processes.
Writing
According to Nan Hu (2022) on the study Investigating Chinese EFL Learners' Writing
Strategies and Emotional aspects conclude that these are crucial factors influencing students'
perception and behaviors regarding writing. Moreover, it also suggests that the use of writing
strategies positively correlates the participant’s enjoyment towards writing in English language.
Also, the study current study provides some pedagogical implications for teaching L2 writing
through strategy-based instruction and activating positive emotion/ attitude inside the classroom.
Learners who have a higher sense of self-efficacy are more likely to engage in self-
regulating behaviors and devote themselves to learning (Csizér and Tankó, 2017; Sardegna et
al., 2018). The ability of self-assessment predicts learners’ self-efficacy in listening, speaking,
and reading skills, the ability of environmental organization affects their speaking and writing
efficacy, and the factor of goal setting affects their writing efficacy (Su et al., 2018).
In connections, Ampa @ Basri (2019), revealed that the use of lexical cohesion which
includes the use of repetition, synonyms, hyponym, antonym, metonym, general noun, and
collocation. From the seven kinds of lexical cohesion used by the students in writing essays, the
general noun was mostly used by the students. Furthermore, grammatical cohesion revealed
the used of reference, substitution, ellipsis, and conjunctions. Among them, the reference as a
cohesion mark was mostly used by the students. The implication of the research results might
be used significantly as the base for developing learning materials in teaching writing as one of
the English productive skills.
Speaking
Bhaskar (2018) cleared his aims to probe the learners’ perceptions on speaking skills as
well as the teachers’ perception on both speaking and TBLT and decided to analyze and
interpret the responses of professionals working in various organizations regarding the use of
English in workplace situations. The analysis of the responses of the teachers revealed that
speaking skills were not given adequate importance in the syllabus. The survey conducted
among students showed that they did not seem to use English extensively for speaking in both
formal and informal situations.
The research carried out by Jamir (2019) to administer innovative activities to promote
speaking skills of students of tertiary level offered three phases such as pre-intervention,
intervention and post-intervention upon 250 subjects and it was found out that majority of the
subjects do not perform well. Some common problems, while speaking, were grammar,
pronunciation, fluency, inhibitions (lack of confidence). The Indian students` speaking behavior
within group included more language fluency, accuracy and critical thinking abilities than others.
Although most Indian teachers were experienced and enthusiastic in teaching, they did not have
the genuine background of group work implementation. The students` speaking problems could
be classified into different types like psychological as in shyness, fear as in speaking publicly,
instructional as in the teacher-centered approach and contextual as in the fixed seating
arrangements, teaching spans and classroom interrelationships (Karthiresan, 2019).
Jamir (2019) decided to administer innovative activities to promote speaking skills of

students of tertiary level, to integrate speaking strategies to overcome the drawback during
speaking and to identify the effectiveness of the speaking strategies employed in improving
students’ speaking skills. The researcher focused on heterogeneous group (rural and urban)
with 250 subjects. The research was carried out in three phases: Pre-intervention, Intervention
and Post- Intervention. Based on the problems and needs, various modules were designed to
be implemented in class. It was seen that after the intervention period, there had been
significant improvement among the students in their speaking skills which was further validated
by the questionnaire, discussion and written feedback. Kumar (2021) did experimental research
to test the effect of written visual materials in the development of speaking skills in English
language. 82 secondary school students are divided into two groups, the first group in which
visual teaching material was used for the sub-dimensions of comprehensibility, grammar,
vocabulary and fluency and the second group in which written-visual teaching materials are
used in teaching English. A statistically significant difference was found between the mean
achievements of group in which written-visual teaching material was used. When examining the
student groups and it was in favor of theirs’ views on the materials used to gain speaking skills,
when the answers of the students in the group using visual-written materials were examined, it
was seen that the combination of the text and the picture made it easier to remind. Dorathy A
(2019) attempted to examine the effect of Task-based Language Teaching (TBLT) for
developing the speaking skills and to provide EFL teachers a specific language teaching
procedure to be incorporated in the classroom to enhance the speaking skill of students. The
comparison of performance and scores of pre-tests and post-tests of the students in the
experimental group reported that the learners had showed a significant improvement not only in
the spoken fluency but also an increase in confidence level. The quality of the speaking in
English improved with respect to vocabulary, grammar and fluency. The researcher also
observed that all the students enthusiastically participated in the task-based learning activities
without any fear and tried to utilize every single opportunity to speak in the public without
bothering about any mistake. Neupane (2019) aimed to organize an experiment on the
effectiveness of role play in improving speaking skill of students. He was of the view that a role
play technique not only made the students fluent in speaking but also made them creative and
confident. This study was based on experimental research among 40 secondary level students
of grade X. After teaching one and half month to the experimental group in role play method by
using various techniques, the result of the experimental group confirmed the improvement in
students’ accent, vocabulary and oral fluency more than the control group.
Likewise, Chandrasena (2017) focused on enhancing oral communication skills of

engineering students to acquire the basic interpersonal communication through role play and to
study the effect of role play integrated with technology in motivating the engineering students to
communicate effectively. The qualitative and quantitative analysis showed positive impact of
role plays on the interpersonal and academic communication skills of the students.
Listening
Listening skill improves speaking, reading and writing skill. If a child has the caliber ato
listen well then, it is believed that he/she could speak, read and write diligently. But Annual
Status of Education Report (ASER) 2022 presented a very alarming status of reading ability of
children in English at different levels in India. The percentage of children of grade V in
government or private schools who can read simple English sentences is only 17.5% and 40.7%
in 2022. The proportion of children of Standard VIII in government or private schools who can at
least read English sentences is 47.2% and 65.1%. Overall, only 1 out of 4 children in Grade V
and almost half the children in Grade VIII in India can read simple English sentences. Out of
those who can read sentences, 62.3% can comprehend their meanings. This reveals how the
students lack in listening skill which ultimately leads to students’ dearth of performance in
reading skill in English language.
For instance, Giang’s (2022) qualitative research on training basic listening and speaking
skills of English language students by shadowing learning, teaching and practice methods at
elementary level reflected how the students’ listening skill is bad, only few were confident to
hear and stated how more than half of the student rarely had the opportunity to communicate
with English people and nearly half never had the opportunity.
Moreover, Devi (2019) intended to explore the way how the College students can
develop their listening skills through Mixed Method listening strategies and how far their
involvement in it affected their listening skills by employing quasi-experimental research design
on 100 students. The result affirmed that mixed-method (metacognitive, cognitive and socio-
affective) listening strategies based on visual and audio-visual contextual assisted in recall of
information, strengthening their listening comprehension performance, the listening competency
of the respondents in the identification and recognition of the words in conversation context was
improved by top-down processing strategies, the semantic level of the students and their
knowledge was improved in identifying the vocabulary by the target listening strategy and the
listening skill of the students in understanding the fast speech rate of conversation was
enhanced by socio-affective strategy.
Significant Relationship between the Self-regulated Learning Strategy and English

Language Skills
In a world of conversation as well as communication language strategies always have a

vital role with each other to develop enhanced learning skills, knowledge, and the ability to
perform in academics effectively and accurately that is why these strategies have significant
relationships with one another. Self-regulated learners are believed to be confident in their
learning skills and their potential of learning. Task value that enhances their skills can be
effective in self-regulation. If learners think that the task is important, useful and attractive, they
possibly develop more self-regulation.
According to Santoso et al, (2022) Self-regulated learning is an integration regarding
personalization and ownership of learning process of students covering student-centered
learning and flexibility. SRLS can assist students to learn efficiently. But they also conclude that
researcher not only investigated the SRLS towards academic outcomes hence, towards non-
academic outcomes that are also essential to assist students learning progression. Hew et al,
(2020). Specifically, self-regulated learning consists of three components: cognition,
metacognition, and motivation. The cognition component includes the skills and habits that are
necessary to encode, memorize, and recall information as well as to think critically. Within the
metacognition component are skills that enable learners to understand and monitor their
cognitive processes. The motivation component surfaces the beliefs and attitudes that affect the
use and development of both the cognitive and metacognitive skills (Lee & Watson 2019).
In addition to this, a correlational analysis of the sub-variables (like vocabulary,
pronunciation, grammar, fluency and intonation) related to the listening and speaking skill could
give a better picture of English language learning (Angelini & Carbonell, 2021). While using ICT
in language skills learning, some experiments show some limitations of online testing such as
lack creativity and low internet bandwidth.
Synthesis of the Reviewed Related Literature and Studies
This part summarizes the reviewed literatures and studies in the presented research
problems in Chapter 1. This part presented the literatures and studies in relation to the intent to
determine the self-regulated learning strategies of grade 10 junior high school students in using
English language in terms of cognitive, metacognitive and behavioral. This also looks into the
performance of Grade 10 learners in their Basic English language Skills in terms of writing,
reading, speaking and listening and the significant relationship between the self-regulated
learning strategy and the English language skills of the students. Moreover, this include the
identified challenge and strategies in the learning process of the learners that are found by
different researchers.
All the reviewed studies and literature that was found by the researchers will be helpful
to determine, analyze and provide us the ideas related to the conduct of our study. Akamatsu,
Nan Hu, Li et. al, and Pratama, discussed the connection of the studies to the English language
Skills that uses Self-Regulated Learning Strategies towards their reading comprehension,
writing performance, listening and speaking competence. It anchored the key factors that will
help the learners to improve their English language skills. Wang and Chen and Çebi and Güyer
said that technology-based assist the learners to self-regulate their learning that significantly
improve student's academic performance, motivation and self-efficacy.
The Self- Regulation Theory of Barry Zimmerman, Bandura's Social Learning Theory
and Sociocultural Theory of Lev Vygotsky interconnects and supports the conduct of study
wherein the following theories discusses the relatedness on how learner's behavior and
strategies that greatly affects the interests, motivation, social interaction and performance on the
learner’s basic English language skills. These theories improve in shaping the study that will
reveals the learners self-regulated learning strategies stated in the statement of the problem.
In reflecting with the forgoing reviewed literature and studies, the uniqueness of this
study focused on the performance of the public-school students in Ragay, Camarines Sur in
determining the self-regulated learning strategy used by Grade 10 learners. These provided fuel
that led this research inquiry on the English language skills of the Grade 10 learners in the
context and demands of the standards of K-12 Basic Education curriculum.
CHAPTER 3
METHODOLOGY
This chapter discusses the method of research, the population, sample size and sample
technique, the description of the respondents, the research instrument used, the data-gathering
procedure, and the statistical treatment of the data used in the course of research. All this
method will be used to identify the self-regulated learning strategies and the level of
performance of the Grade 10 learners towards English language Proficiency.
Research Methodology
This study will generally use descriptive research method that describes the nature of
the present situation, status or trend about the junior high school students' self-regulated
learning strategies and level of performance of Grade 10 learners.
Descriptive research design will be used to assess the self-regulated strategy of junior
high school students in terms of English language skills. This method will be used to answer the
research questions what are the Self- Regulated learning strategized used by the respondents
under this study (McCombes, 2022). This method used in the study because it was the most
applicable to accurately and precisely interpret the data gathered.
Population, sample size and sampling technique
The target population of this study is the 931 grade 10 learners in Municipality of Ragay
Camarines Sur. Using the slovin formula, the computed sample will be 279 students distributed
across 6 public secondary schools in Ragay such as TAASNHS, GRSNHS, STMHS, SISA,
RSMOSH and DMGMHS. Using the Stratified Random Sampling, the sample of each students
will be:
Name of School Total number of Percentage Sample size
Grade 10 Learners
RSMOHS 29 3.1% 9
TAASNHS 223 24% 67
SFMHS 104 11.1% 31
GRSNHS 227 24.4% 68
DMGMHS 217 23.3% 65
STMHS 131 14.1% 39
Total 931 100% 279
Table 1: The population and the sample size of grade 10 learners
The table 1 above the number of grade 10 students per schools. The 279 grade 10 students
from different schools composed the sample size of this research undertaking. They were
chosen as respondents of this study for the data gathering procedure that will investigate and
supports the consistent validity and reliability at this study.
Research instruments
The study will utilize an adapted questionnaire for the self-regulated strategy and level of
performance of grade 10 learners on their Basic English Language Skills of the respondents.
Survey questionnaires will be approved by the thesis adviser and validated by the three English
teachers’ expert before its distribution to the Grade 10 learners in the public Secondary school
on the Municipality of Ragay, Camarines Sur. This will be used to collect data regarding the self-
regulated learning strategy and level of performance of grade 10 learners in Basic English
Language.
The questionnaire is divided into two (2) parts. The first part composed of the self-
regulated learning strategy of the Grade 10 learners such as metacognitive, cognitive, and
behavioral Strategies. The second part is level of performance on Basic English Language in
terms of reading, writing, speaking and listening. They will be rating their selves according to the
competency listed. The competency is composed of five (5) point rating scale such as 5 –
highly competent, 4 – Very Competent, 3 – Competent, 2 – Moderately competent and 1 – Not
competent.
Data gathering procedure
After the validation and consultation of the research instruments are found reliable, the
researchers will secure a written permissions and approval from the Office of the Principals in
the different public schools in Ragay, Camarines Sur. After being permitted by the school
principals, the researchers will continue to the gathering procedure which is the distribution of
the survey questionnaires.
The retrieval of the instruments will depend to the availability and schedules of the
respondents. However, the researchers will reach the respective respondents depending on the
agreement which will be made between the respondents and researchers. Furthermore,
adjustments will be made between the researcher and respondents as to the frame of the
survey. Above all, convenience and security of the respondents and researchers will be in
utmost consideration in the data gathering process. Thus, the records, results, analysis and
interpretations will be presented in this study.
Statistical Treatment of Data
The statistical tool that will be used to analyze and interpret the relevant data gathered in
this study are the Weighted Mean, Ranks, Interpretation and Pearson’s.
.
Weighted Mean. This statistical tool will be used to measure and determine the level of
performance in Basic English Language in terms of Reading, Writing and speaking of grade 10
learners in secondary schools in Ragay, Camarines Sur. The data will be interpreted using a
five (5) point rating scale with adjectival equivalents which shown in the table below. The
formula is:
The rating scales that will be used are the following;

WEIGHT SCALE LEVEL OF COMPETENCIES
5 4.21 – 5.00 Highly Competent
4 3.41 – 4.20 Very competent
3 2.61 - 3.40 Competent
2 1.81 – 2.60 Moderately competent
1 1.0 – 1.80 Not competent
Ranking. This was used to rate the self-regulated learning strategy in terms of Metacognitive,
cognitive and behavioral strategies. And also the level of performance of grade 10 learners in
their Basic English language skills in terms of reading, writing, speaking and listening to help the
researchers easily identify the highest to lowest among all the skills and strategies employed in
the research instruments.
Pearson’s correlation. This was used to measure the significant relationship between Self-
regulated Learning Strategy and English Language Skills.
Formula:
Rating scale for correlation

Scale Verbal Interpretation
-1 Perfectly Negative
-0.8 Strongly negative
-0.5 Moderately negative
-0.2 Weakly negative
0 No association
0.2 Weakly positive
0.5 Moderately positive
0.8 Strongly positive
1 Perfectly positive
Ethical Consideration
This study will keep all the personal details of the students and school confidential. This
is to protect their privacy and make them feel secured. Moreover, it will record and tabulate all
the data in a professional manner. The data, results, method and procedures will be collected
and conducted without any manipulation to provide genuine results. Besides that, the
researchers will get permission from the school authority before the distribution of survey
questionnaires to the grade 10 learners as respondents of this study. There is a need to inform
the students’ parents regarding their children’s participation in the research conducted. This will
be done by providing a letter of permission to the parents and school board.
The researchers will explain all about the research clearly using simple terms to the
learners for respecting their rights as participants on this study. This will make them aware of
the research objectives and aims in learning. Furthermore, the researchers will not force the
students to participate in this study. They also have a freedom to withdrawn participating and
contribute to the research with their own will.
CHAPTER 4
Results and Discussion
This chapter presents the findings of the study about self-regulated learning strategy in
relation to the English language skills of grade 10 learners. It entails the discussion on the Self-
regulated learning strategies used by the grade 10 learners in English language in terms of
Metacognitive, Cognitive and Behavioral strategies and the level of performance of grade 10
learners in their Basic English Language skills in terms of Reading, writing, speaking and
listening. A tabular presentation of data as done to a clearly present the result of each tallied
questions and for an easy interpretation and understanding of the data gathered.
Part I. The Self-regulated Learning Strategies used by the Grade 10 Learners

In this study, the self-regulated learning strategies used by the grade 10 learners in
English language had been the subject of inquiry to identify and distinguish the level of the
students in terms of Metacognitive, Cognitive and behavioral strategies. To effectively shows
and accurately interpret the data gathered the researchers used weighted mean and ranking to
completely understand the data.
Table 2
Self-regulated learning strategies used by the grade 10 in English language in terms of

Metacognitive
Indicators Weighted Verbal
mean interpretation
3. I re-read instructions to fully understand the activity. 4.07 Highly competent
2. I can assess my learning if am doing better with the lessons and tasks. 4.05 Very competent
7. I often revise a context to improve my spelling, grammar, punctuation and 3.79 Very competent
wording.
6. I can apply visualization before writing a text. 3.72 Very competent
10. I barely ask for clarifications when instructions that being dictated is not clear. 3.71 Very competent
1. I can follow a time table for my studies. 3.65 Very competent
4. I can apply organizational planning to effectively interpret a large context 3.54 Very competent
8. I can enunciate the words properly. 3.52 Very competent
5. I can break down learning activities or tasks into small units. 3.37 Competent
9. I often speak English than my native language. 3.24 Competent
OVERALL MEAN 3.67 Very Competent
Table 2 showed the results of the self-regulated learning strategies in terms of their
Metacognitive skills in relation to their English Language Skills which generally resulted to the
overall weighted mean of 3.67 with a verbal interpretation Very Competent. Very competent in
terms of self-assessment with a weighted mean of 4.05 which ranked second (2nd), revising a
context to improve the grammar, proper punctuation, spelling and wordings which ranked third
(3rd) with a weighted mean of 3.79, visualizing before writing an essay which ranked fourth (4th)
with a weighted mean of 3.72. Also, Very competent in terms of asking for clarifications about
the task instructions with a weighted mean of 3.71 ranked fifth (5th), creating a time table for
studying ranked sixth (6th) with a weighted mean of 3.65, using organizational planning when
interpreting a large context which ranked seventh (7th) with a weighted mean of 3.54,
enunciating the words properly ranked eight (8th) with a weighted mean of 3.52, breaking down
the activities into small units with a weighted mean of 3.37 which ranked ninth (9th). Lastly,
speaking the English language more often than the native language ranked tenth (10th) with a
weighted mean of 3.24.
Based on the findings that all of the Grade 10 learners are very competent in terms of
their metacognitive skills. However, it also shows that the highest weighted mean which is 4.07
which ranked first (1st) is the use of repetitive reading of instructions specifically to clarifies the
activities, it implies the effective way of addressing and to deliver the tasks properly. Also, the
self-assessment done by the learners implies that they are able to recognize their own learning
capability and improving their learning ability when it comes to the English language. The lowest
weighted mean got by the Grade 10 learners was speaking the English language often that their
native language which also shows that they have difficulties during a conversation. Also, it also
affects their understanding and effectively communicate and to deliver a certain tasks or
activities using the English language. Therefore, the result also indicates that the Grade 10
learners have to level up their strategic competence in terms of their speaking and
communicative ability and language learning acquisition.
Moreover, Martinez and De Vera (2019), the study highlighted ways in which students
level up and develop his/her sociolinguistics competence using strategies and exercises such
as exposing his/herself through writing letters, sending text messages, and even chatting with
friends wherein with a series of applying and doing the grade 10 students might develop and
elevate his/her attitude towards communication most especially with reconstructing and
rebuilding difficulties in a conversation to be able to have a smooth flow of discourse as well
delivery. Furthermore, Parks (2017), showed the importance of expressing and showing
appropriate and distinguishable gestures to have successful and understanding communication
between listeners and speakers wherein because of this students might communicate
effectively and would have the chance to correct and distinguish the barriers during
communication. Therefore grade 10 students must expose themselves to these techniques to
help them elevate their competence in saving and reviving the conversation to properly execute
and deliver the message to their listeners or audience
Table 3

Cognitive
mean interpretation
1. I can take notes of the important details about the lessons. 4.09 Highly Competent
5. I re-read text more than once to fully understand the thought. 3.94 Very competent
2. I can easily recognize the answer when a teacher dictated the task. 3.73 Very competent
9. I ask for clarifications and request for confirmation of the words or 3.72 Very competent
language used.
6. I watch and listen to online videos related to the lesson. 3.63 Very competent
3. I can use draft and re-write a text before submitting my activity. 3.63 Very competent
8. I open for self – correction and validation of my ideas and knowledge 3.63 Very competent
during recitation from my classmates.
7. I can remember the previous lesson before proceeding to the new lesson. 3.61 Very competent
4. I use google and other search engine platforms as a source of my ideas. 3.59 Very competent
10. I brainstorm and write down ideas before i begin to speak and 3.54 Very competent
communicate.
Table 3 showed the results of the self -regulated learning strategies in terms of their
cognitive skills which the Grade 10 learners were generally evaluated with an average weighted
mean of with a verbal interpretation of very competent. The Grade 10 learners were all very
competent in following their own cognitive skills with such learning the English language with
their self-regulated strategies. The highly competent strategy used by the Grade 10 learners
were taking notes of the important details of the lessons which ranked first (1st). Very competent
in terms of repetitive reading to fully understand the thought which ranked second (2nd) with a
weighted mean of 3.94. Very competent in terms of when teachers dictated the task for an easy
recognition which ranked third (3rd) with the weighted mean of 3.73. Very competent in terms of
making requests for clarifications for the language or words used which have the weighted
mean of 3.72 which ranked fourth (4th). Also, very competent in terms of relying and using
online assisted videos that is related to the lesson, using draft or revising the written task and
being open for self-correction and validation of ideas during a class recitation which have the
weighted mean of 3.63 which ranked fifth (5th). Very competent in terms of self-recognition and
remembering the previous lessons before proceeding to the next lesson which ranked sixth
(6th) with a weighted) with a weighted mean of 4.09 mean of 3.61. Very competent in terms of
using search engines like google as a source of ideas with a weighted mean of 3.59 which
ranked seventh (7th). Very competent in terms of brainstorming before writing and speaking
with a weighted mean of 3.54 which ranked eight (8th).
Based on the findings, the grade 10 students are majority very competent in all self-
regulated strategies such as repetitive reading to fully understand the thought, when teachers
dictating the task for an easy recognition, making requests for clarifications for the language or
words used, relying and using online assisted videos that is related to the lesson, using draft or
revising the written task and being open for self-correction and validation of ideas during a class
recitation, self-recognition and remembering the previous lessons before proceeding to the next
lesson which, using search engines like google as a source of ideas and brainstorming before
writing and speaking. The highly competent among all the strategies was only taking notes of
the important details of the lessons. The data above implies that there was no problem when it
comes to self-regulated strategies in relation to the English language skills of the Grade 10
students have an average level of very competent. However, they must work on the
competencies stated above so that they can enhance their English language skills and elevate
their strategies in order to learn and discover new knowledge and skills that would help them to
have a successful and understandable conversation both verbal and written.
In connection with this, Sicop and De Vera (2017), the study stated that learning
materials like textbooks and even media platforms such as television and social media with
academic channels like You-tube can help students improve and develop his/her knowledge
about grammatical competence, especially with the used of proper and accurate punctuations,
spelling and capitalization during writing activities to be able to deliver a clear message wherein
researchers believe that these tools could execute and deliver highly understandable and
effective messages to your audience and listeners. Moreover, students who regularly employed
cognitive strategies such as rehearsal, elaboration, and organization in the context
demonstrated higher proficiency in English language skills, including reading comprehension,
writing, speaking and listening. Therefore, grade 10 students must engage their selves with
these platforms to elevate their competencies stated above and to improve their grammatical
competence as well.
Table 4
mean interpretation
5. I can listen to a music and memorize the lyrics. 3.88 Very competent
6. I can watch English related videos and practice my pronunciation. 3.77 Very competent
7. Has the ability to understand and interpret messages in just one reading. 3.40 Competent
8. Has the ability to visualize and analyze the content beforehand. 3.33 Competent
9. Has the ability to select and arrange sentences to achieve a cohesive and 3.32 Competent
coherent message.
10. Can interpret large context. 3.28 Competent
1. I can feel confident while using the English language. 3.27 Competent
3. I can confidently express myself clearly in speaking English without difficulties. 3.20 Competent
4. I can easily understand the ideas of one context thru paraphrasing. 3.17 Competent
2. I can fluently speak English language in a normal conversation. 3.04 Competent
OVERALL MEAN 3.37 Competent
Behavioral
The table 4 shows result of self-regulated strategies of the grade 10 students in terms of
behavioral strategies with an overall weighted mean of 3.37 and a verbal interpretation of
competent. The grade 10 students are very competent in terms of listening to music and
memorizing lyrics with a weighted mean of 3.88 and ranked first (1) and watching English
related videos and practice pronunciation with a weighted mean of 3.77 and ranked second (2).
Verbally interpreted as Competent in 8 strategies such as the ability to understand and interpret
messages in just one reading with a weighted mean of 3.40 and ranked third (3). The ability to
visualize and analyze the content beforehand with a weighted mean of 3.33 and ranked fourth
(4). Same verbal interpretation with the ability to select and arrange sentences to achieve a
cohesive and coherent message with a weighted mean of 3.32 and ranked fifth (5), then for
interpreting large context with a weighted mean of 3.28 and ranked sixth (6), same verbal
interpretation with the confident while using English language with a weighted mean of 3.27 and
ranked seventh (7), confidently expressing themselves clearly in speaking English without
difficulties with a weighted mean of 3.20 and ranked eight (8), easily understanding the ideas of
one context thru paraphrasing with a weighted mean of 3.17 and ranked ninth (9), and fluently in
speaking English language in a normal conversation with a weighted mean of 3.04 and ranked
ten (10) among all the strategies of the Grade 10 students.
Based on the findings, the grade 10 students are majority competent in all self-regulated
strategies such as practicing pronunciation, the ability to understand and interpret messages in
just one reading, ability to visualize and analyze the content beforehand, the ability to select and
arrange sentences to achieve a cohesive and coherent message, interpreting large context, the
confident while using English language, confidently expressing themselves clearly in speaking
English without difficulties, easily understanding the ideas of one context thru paraphrasing and
fluently in speaking English language in a normal conversation. The highly competent among all
the strategies are listening to music and memorizing lyrics and watching English related videos.
This implies that when it comes to self-regulated strategies in relation to the English language
skills of the Grade 10 students have an average level of competent which, obviously needs
more of learning to enhance English language skills and elevate their strategies. The
respondents must expose him/herself to a more conducive environment where he/she can
practice and learn new knowledge, skill, and strategies that would help them enhance their
behavioral strategies.
Along with this, Januin and Stephen (2017), the study focused on the importance of
tasks and activities that would require learners‟ to look for information, and utilize relevant and
various sources and guidelines that would elevate and help students to create and form their
thoughts, ideas, and words in a sentence or phrase wherein the readings and written works are
highly conventionally academic genre or interventions which the researchers believed that
through these the grade 10 students might be able to develop and his/her discourse
competences especially the lowest cited competence got by the grade 10 students.
Furthermore, Hui Pan (2021), highlighted the significance of cohesive and cohesion in
both receptive and production skills especially the relatedness of context in the text and its
meaningful message wherein it helps the respondents reconstruct and rearrange their ideas to
deliver an understandable message future researchers believe that if the students could
develop and both coherence and come on in all aspects of communication then it would be
easier to expound and deliver your ideas to your audience.
Part II. The Performance of grade 10 students in their basic English language skills.
In this study, the performance of grade 10 students in their Basic English language skills
had been the subject of inquiry to identify and distinguish the level of the students in terms of
Reading, Writing, Speaking, and listening skills. To effectively show and accurately interpret the
data gathered, the researchers used weighted mean and ranking to completely understand the
data.
Table 5
Performance of grade 10 students in their basic English language skills in terms of
Weighted Verbal
Indicators
mean interpretation
1. I can understand the context when reading it silently. 4.13 Highly competent
9. Whenever I encounter unfamiliar words, I immediately look up to its meaning. 3.81 Very competent
8. I can identify characters, places, and main ideas even after only first reading. 3.76 Very competent
3. I can easily understand the text I have read. 3.75 Very competent
4. I am interested in educational videos with subtitles or captions. 3.67 Very competent
2. I can understand the context when reading it aloud 3.59 Very competent
5. I can read a text quickly and get the most important idea from it. 3.57 Very competent
6. I can answer questions about facts that are clearly stated from the text. 3.54 Very competent
7. I can draw conclusions from the information that is not explicitly stated. 3.29 Competent
10. When I read English articles, I skip the words that are new to me. 3.27 Competent
OVERALL MEAN 3.64 Very competent
Reading
Table 5 shows the results on the performance of grade 10 learners in their English
Language skills in terms of Reading which had a general weighted mean of 3.64 and verbally
interpreted as very competent. The findings also indicated that the topmost along the indicators
includes understanding the context when reading it silently with 4.13 mean scores and verbally
interpreted as highly competent which ranked first (1). Very competent in terms of encountering
unfamiliar words, they immediately look up to its words with a weighted mean of 3.81 and
ranked second (2). Very competent in terms of identifying characters, places, and main ideas
even after only first reading with a weighted mean of 3.76 and ranked three (3). Same verbal
interpretation in terms of easily understand the text they have read with a weighted mean of
3.75 and ranked four (4) and then, they interested in educational videos with subtitles or
captions with 3.67 mean scores and verbally interpreted as very competent which ranked five
(5). Another a very competent in terms of understanding the context when reading it aloud with
3.59 mean scores and ranked six (6) and then, reading a text quickly and get the most important
idea from it with a weighted mean of 3.57 and verbally interpreted as very competent which
ranked seven (7). The grade 10 students are very competent in terms of answering questions
about facts that are clearly stated from the text with a weighted mean of 3.54 and ranked eight
(8). Competent in drawing conclusions from the information that is not explicitly stated with a
weighted mean of 3.29 and ranked nine (9). Lastly, competent in terms of reading an English
articles, they skip the words that are new to them with weighted mean of 3.27 and ranked ten
(10) among all the skills of grade 10 student along to their Basic English language skills in terms
of reading.
Based on the findings, the grade 10 students got one highly competent, seven very
competent and two competent on the reading skills. The highest weight got by the respondents
was understanding the context when reading it silently which implied that in terms of reading
they have the high understanding on the context they read silently in English language and
absorb those in their brain. The lowest weighted mean got by the respondents was the reading
English articles, they skip the words that are new to them which implies that the grade 10
students was inability to understand the context they have read in foreign language during
reading articles and probably during learning language acquisition. This also implied how
difficult for them to express their thoughts, ideas, and concepts regarding to the articles they
read which will affect their level of performance in their Basic English language skills in terms of
reading. Furthermore, the respondents shows lack of vocabulary. However, the respondents
must exercise and practice his reading skills especially in foreign or second language to
improve their vocabulary and more understanding to the content in specific articles or context.
Relatively, Mamajanova @ Artikova, (2023), revealed that vocabulary training is based

on the desire to spread students’ understanding of a word based on its contextual environment,
as well as to accustom students to a holistic perception of the same meaning of an English word
that is realized in different contexts, and to avoid a typical associated with identifying the
meaning of English words with their contextual translation into native language. In this regard, it
is of great importance to learn the correct use of dictionary, which should first of all serve as a
means of hypothesis about the meaning of an unfamiliar word that arose in the process of
reading a sentence based on the context. In addition, learners who utilized self-regulated
learning strategies, such as setting goals, planning and self-monitoring, demonstrated higher
levels of reading comprehension compared to those who did not employ these strategies(Chen
and Wang, 2018).
Table 6
Indicators Weighte Verbal
d mean interpretation
6. I can arrange sentences to form a cohesive and coherent messages. 3.87 Very Competent
5. I take notes during class discussion. 3.86 Very Competent
8. After I finish writing, check if the content fits to the context. 3.72 Very Competent
10. After I finish writing, check if the content fits to the context. 3.67 Very Competent
7. I can effectively identify mistakes and do revision 3.65 Very Competent
9. I can manage to finish the writing to the time allotted. 3.64 Very Competent
2. I can write an accurate paraphrase of information that I have read in 3.46 Very Competent
English.
4. I can write and use accurate quotations in English. 3.44 Very Competent
1. I can quickly write in English. 3.43 Very Competent
3. I can write using an appropriate tone and style. 3.35 Competent
Writing
Table 6 shows the results on the performance of Grade 10 learners in their Basic
English language skills in terms of writing with an overall weighted mean of 3.61 and a verbal
interpretation of very competent. The grade 10 students are very competent in terms of
arranging sentences to form a cohesive and coherent messages with a weighted mean of 3.87
and ranked first (1). Very competent in terms of taking notes during class discussion with a
weighted mean of 3.86 and ranked second (2). Very competent in terms of checking if the
content fits to the context with a weighted mean of 3.72 and ranked three (3). Another a very
competent in terms of checking if the content fits to the context with a weighted mean of 3.67
and ranked four (4) and then, a very competent in terms of effectively identify mistakes and do
revision with a weighted mean of 3.65 and ranked five (5). Same verbal interpretation in terms
of time allotted to finish their writings with a weighted mean of 3.64 and ranked six (6), very
competent in terms of writing and using accurate paraphrase of information that he/she have
read in English with a weighted mean of 3.46 and ranked seven (7). Very competent in terms of
writing and using accurate quotations in English with a weighted mean of 3.44 and ranked eight
(8) and then, a very competent in terms of quickly write in English with a weighted mean of 3.43
and ranked nine (9). Lastly, competent in terms of using an appropriate tone and style with a
weighted mean of 3.35 and ranked ten (10).
Based on the findings the grade 10 students are majority a very competent in all basic
English language skills such as arranging sentences to form a cohesive and coherent
messages, taking notes during class discussion, checking if the content fits to the context,
identifying mistakes and do revision, writing and using accurate paraphrase of information that
he/she have read in English, managing to finish their writing to the time allotted, writing and
using accurate quotations in English, and quickly write in English. However, grade 10 learner
got one competent in terms of using an appropriate tone and style among all skills in performing
their Basic English language skills in term of writing. Moreover, the highly competent among all
the grade 10 learners in their Basic English language skill in terms of writing are arranging
messages to form a cohesive and coherent messages. This implies that when it comes to self-
regulated learning skills of the grade 10 learners have a high level of competency which,
obviously they have no problem in their writing skills and they have the skills in such structuring
sentences in a logical manners to create a clear and understandable expression of thoughts or
ideas, organizing the sentences smoothly, ensuring the overall meaning and purpose of the
message, and in transition and linking words.
In connections, Ampa @ Basri (2019), revealed that the use of lexical cohesion which
includes the use of repetition, synonyms, hyponym, antonym, metonym, general noun, and
collocation. From the seven kinds of lexical cohesion used by the students in writing essays, the
general noun was mostly used by the students. Furthermore, grammatical cohesion revealed
the used of reference, substitution, ellipsis, and conjunctions. Among them, the reference as a
cohesion mark was mostly used by the students. The implication of the research results might
be used significantly as the base for developing learning materials in teaching writing as one of
the English productive skills.
Table 7
Speaking
Mean interpretation
7. I ask for consultation to check for proper grammar, pause and diction. 3.75 Very Competent
10. I improved my speaking skills by using newly acquired vocabulary in my 3.74 Very Competent
speaking tasks.
2. I can introduce myself in a proper tone and behavior. 3.73 Very Competent
5. I can practice new words to improve my pronunciation and vocabulary. 3.70 Very Competent
6. I can practice the correct enunciation and pronunciation of words. 3.70 Very Competent
8. I practice my speaking through listening to native English speakers. 3.66 Very Competent
9. I speak the words aloud together with my classmates to spot the error and 3.53 Very Competent
mispronunciation.
4. I can recite a tongue twister. 3.52 Very Competent
3. I can hold ordinary social conversation with so much poise and confidence. 3.46 Very Competent
1. I can express and talk with other people about numerous of topic. 3.43 Very Competent
The table 7 shows the results on the performance of Grade 10 in their Basic English
language skills in terms of speaking with an overall weighted mean of 3.62 and a verbal
interpretation of very competent. The grade 10 learners are very competent in all skills in terms
of asking for consultation to check for their proper grammar, pause and diction with a weighted
mean of 3.75 which ranked (1), improving their skill by using newly acquired vocabulary in their
speaking tasks with a weighted mean of 3.74 which ranked (2), introducing themselves in a
proper tone and behavior with a weighted mean of 3.73 which ranked (3), practicing new words
to improve their pronunciation and vocabulary and practicing in order to correct their enunciation
and pronunciation of words with a weighted mean of 3.70 which ranked (4), practicing their
speaking through listening to native English speakers with a weighted mean of 3.66 which
ranked (5), speaking the words aloud together with their classmates to spot the error and
mispronunciation with a weighted mean of 3.53 which ranked (6), reciting a tongue twister with a
weighted mean of 3.52 which ranked (7), holding ordinary social conversation with so much
poise and confidence with a weighted mean of 3.46 which ranked (8), expressing and talking
with other people about numerous of topic with a weighted mean of 3.43 which ranked (9)
among all the skills of grade 10 students.
Based on the findings, the grade 10 students are majority very competent in all basic
English language skills such as asking for consultation to check for their proper grammar, pause
and diction, improving their skills by using newly acquired vocabulary in their speaking tasks,
introducing themselves in a proper tone and behavior, practicing new words to improve their
pronunciation and vocabulary, practicing in order to correct their enunciation and pronunciation
of words, practicing their speaking through listening to native English speakers, speaking the
words aloud together with their classmates to spot the error and mispronunciation, reciting a
tongue twister, holding ordinary social conversation with so much poise and confidence and
expressing and talking with other people about numerous of topic. The date above implies that
there was no problem when it comes to the Basic English language skills of the grade 10
learners in terms of speaking have a high level of competency. The result shows that the
language being used was fully exercised. However, they should still need to expose themselves
to a more conductive environment where they can practice and learn new knowledge and skill
that would help them holistically enhance their competency in speaking and make it more
effective.
Relatively, Wilkenson (2018), the incorporation of content and language, particularly in

secondary education, promotes an efficient learning environment for students with various
language constellations, including students from language minority groups. This ensures that
speakers from specific linguistic groups are not side-lined or excluded from the learning
environment. The researchers believe that strategic competence will also develop and improve
when the incorporation of content-language integration was employed and adopted by the
teachers inside the classroom. This could help Grade 10 students inside the classroom setting
to communicate accurately when it comes to how they build a message and express
themselves in the communication process.
Table 8
Listening
mean interpretation
10. I use my experience and knowledge to help me understand what I have listened. 4.04 Very Competent
1. I can understand the statement or question of a quiz when teacher was the one 3.91 Very Competent
who read the statement.
2. I can recognize a term or words when the speaker uses the right and proper 3.80 Very Competent
sound or pronunciation.
8. As I listen, I compare what I understand with what I know about the topic. 3.76 Very Competent
3. I can listen to other suggestions and recommendation during discussion. 3.73 Very Competent
9. I use the words I understand to guess the meaning of the words I don’t 3.68 Very Competent
understand.
5. During conversation, I repeat some points to clarify my understanding of what the 3.63 Very Competent
other person is saying.
7. I translate word by word, as I listen 3.59 Very Competent
6. I try to read the other person’s body language as I listen. 3.57 Very Competent
4. I can record the whole lesson using a sound recorder so that I can play it during 3.18 Competent
my review.
OVERALL MEAN 3.69 Very
Competent
The table 8 show results of self-regulated strategies of the grade 10 students in terms of
listening strategies with an overall weighted mean of 3.69 and a verbal interpretation of very
competent. The grade 10 students are very competent in terms of learning experience of
listening to music with a weighted mean of 4.04 that ranked first (1) and listening to teacher
instructions with a weighted mean of 3.91 and ranked second (2). While recognizing the used of
proper pronunciation of words with a weighted mean of 3.80 ranked in the third place (3).
Comparing what they already know and understand with a weighted mean of 3.76 is ranked
fourth (4). Listening to other suggestions and recommendation during discussion with a
weighted mean of 3.73 and ranked fifth (5). Meanwhile, using their own words to guess the
unfamiliar words ranked in the sixth place (6) with a weighted mean of 3.68. Then, repeating
some points to clarify their understanding with a weighted mean of 3.63 and ranked seventh (7).
Another very competent in verbal interpretation is students translate words by words as they
listen with a weighted mean of 3.59 and ranked eight (8.) Trying to read other person's body
language as I listened with a weighted mean of 3.57 and ranked ninth (9). While, recording the
discussion to a sound recorder to play later with a weighted mean of 3.18 ranked to be in the
tenth place (10) among all the strategies of Grade 10 students.
Based on the findings of the grade 10 students are majority is very competent in all self-
regulated strategies in terms of listening such as using their experience and knowledge to
understand what they have listened, they understand well when the teacher is the one who
reads the instructions, they compare the unfamiliar words on what they already know, they listen
about others suggestions and recommendations, using the words they know to understand
unfamiliar words, repeating some points to clarify more what the other person is saying,
translating word by word as they listened and trying to read person's body language as they
listened while recording the lesson to a sound recorder is found to be competent in verbal
interpretation. This implies that Grade 10 students are very competent in their self-regulated
strategies. The result shows that the language used was fully exercised. However, other
strategies shall improve in order to associate good attitude as well as character that teachers
can deepen their knowledge in the teaching and learning process while helping their students
during translation that are necessary to be able to express effectively and expand their
knowledge efficiently in terms of listening strategies.
Along with this, Abdul's (2017), study stated how effective audio-lingual as a language
teaching meet teaching, especially in how it helps students recognize the content of the text.
Furthermore, this study will be very helpful, especially on how teachers would enhance students
listening ability to perform an understandable message or context and to be able to elevate their
language acquisition during conversation and discussion.
Part III. A significant relationship between the self-regulated learning strategy and
English language skills of grade 10 students
In this study highlight the significant relationships between self-regulated learning strategy and
English language skills among grade 10 learners. By examining the association between the
two variables, the researchers used pearson’s correlation to effectively interpret the data
gathered.
Table 9
A significant relationship between self-regulated learning strategy in metacognitive and

English language skills
English Language Strategies T value P value Decision Remarks

Skills
Reading 0.456 0.0000 Moderately positive correlation Reject the null hypothesis
Writing 0.231 0.0000 Weakly positive correlation Reject the null hypothesis
Speaking Metacognitive 0.106 0.077 Weakly positive correlation Reject the null hypothesis
Listening 0.149 0.013 Weakly positive correlation Reject the null hypothesis
Table 9 show the significant relationship between self-regulated learning strategies and English
language skills among grade 10 students. The computation revealed a moderately positive
correlation was found between metacognitive strategies and reading (r = 0.456, p=0.0000),
indicating that students who employed effective metacognitive strategies tended to have better
reading skills. Similarly, a weakly positive correlations were observed between metacognitive
strategies and writing (r= 0.231, p=0.0000), speaking (r= 0.106, p= 0.077), and listening (r=
0.149, p= 0.013), suggesting that higher levels of metacognitive strategies were also related to
better performance in these language skills.
Based on the findings, there was no problem between the significant relationships of self-
regulated learning strategy

Self-Regulated Learning Strategy in Relation To The English Language Skills of Grade 10 Learners

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SELF-REGULATED LEARNING STRATEGY IN RELATION TO THE

ENGLISH LANGAUGE SKILLS OF GRADE 10 LEARNERS

In Partial Fulfillment for the Requirements in

THE PROBLEM AND ITS SETTING

The idea of self-regulated strategy of learners encourage motivation and influences

Using self-directive learning strategy adheres to establishing learner’s engagement and

Self-regulated practices foster student’s development from their educational attainment,

In today’s generation, self-regulated learning practices involve learners and other

This study encourages the researchers to determine the self-regulated learning

Figure 1. The Theoretical Paradigm of the Study

English language proficiency focuses on understanding what knowledge and skills a

Self-Regulation Learning Theory of Barry Zimmerman (2022) proposed that self-

Statement of the Problem

Specifically, this will determine the:

Scope and Delimitation of the study

Significance of the Study

Self-regulated Learning Strategy of the Students

Akamatsu et. al (2019) n the Effects of Metacognitive Strategies on the Self-Regulated

Furthermore, Parks (2017), showed the importance of expressing and showing

Performance of the Students in their Basic English Language Skills

As such, technology-based self-regulated English learning (SRL) strategies refer to

Relatively, Mamajanova @ Artikova, (2023), revealed that vocabulary training is based

Moreover, Dedy Pratama et. al (2023) on the relationship between self-regulated

Jamir (2019) decided to administer innovative activities to promote speaking skills of

Likewise, Chandrasena (2017) focused on enhancing oral communication skills of

Significant Relationship between the Self-regulated Learning Strategy and English

In a world of conversation as well as communication language strategies always have a

Synthesis of the Reviewed Related Literature and Studies

Population, sample size and sampling technique

Data gathering procedure

Statistical Treatment of Data

The rating scales that will be used are the following;

Rating scale for correlation

Part I. The Self-regulated Learning Strategies used by the Grade 10 Learners

Self-regulated learning strategies used by the grade 10 in English language in terms of

Self-regulated learning strategies used by the grade 10 in English language in terms of

Relatively, Mamajanova @ Artikova, (2023), revealed that vocabulary training is based

Relatively, Wilkenson (2018), the incorporation of content and language, particularly in

A significant relationship between self-regulated learning strategy in metacognitive and

English Language Strategies T value P value Decision Remarks

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