The Internal Structure of Self-regulated Learning Strategy and Its Relation to English Reading and Writing: Moderating Effects of English Proficiency and Gender

The present study examined the structure of self-regulated learning strategies(SRLS) scale. It also analyzed the effects of 11 SRLS sub-scales on English reading and writing across English proficiency level and gender groups. Exploratory and confirmatory factor analysis gave empirical support to the one-factor solution of the SRLS scale, hence providing evidence for construct validity. Subsequent multiple regression analyses showed that monitor strategy significantly affected reading scores of high proficiency group, while writing scores were significantly influenced by self-evaluation and organization strategy. For low proficiency group, reading scores were significantly influenced by rehearsal strategy, while self-evaluation and monitor strategy significantly impacted writing scores. For the males, social strategy made a significant effect on reading scores, whereas monitor strategy significantly accounted for the variances in writing scores. Finally, monitor and review strategy made a significant contribution to the female group’s reading scores, while self-evaluation and organization strategy did so for the female group’s writing scores.