Effect of Self-Regulated Learning (SRL) on Academic Achievement of Students in the Subject of Chinese Language

Abstract

The study was primarily focused on investigating the effect of self-regulated learning (SRL) on the academic achievement of Chinese language learners among non-native learners. It was a true experimental research methodology based on pre-test and post-test research design. It was conducted at the University of Central Punjab (UCP) Lahore by selecting 70 students. After conducting the pre-test it was randomly allocated into dual groupings. One is the experimental while the other is the control group. After 16 weeks of treatment, a post-test was conducted. The results showed that the higher the achievement of learners of the experimental group than the learners alienated into the control group of the Chinese language post-test although all students performed equally in the pre-test which exhibited that all students had the same knowledge about the Chinese language before conducting research. It is also recommended that teachers should be conscious of employing the stratagem that initiates self-regulating learning in accordance with the contents of the textbook.  Foregoing the above, it is suggested that the developers responsible for implementing the curriculum should also design the courses to inspire students to boost self-regulating-learning skills among them.  Refresher-Courses for the professional-cum-novice instructors should be conducted to include the significance of self-regulating learning for students as well.  The present research study was focused on the behavioral domain of self-regulating learning with respect to academic achievement of students learning the Chinese language at the university level and more is appreciated to fill the gap.