Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam

Abstract Self-regulated learning (SRL) strategies have received significant attention among researchers and become the topic of many empirical studies, since they are believed to significantly influence achievement levels in acquiring a foreign language. The current research investigated the SRL strategies most commonly employed by Vietnamese English as a foreign language (EFL) students, as well as any potential correlation between these strategies and language proficiency levels. The study randomly selected 140 undergraduate students. The participants had different levels of English proficiency and learning backgrounds. They completed an SRL questionnaire consisting of 50 items, which is comprised of two parts. Quantitative methods were used to collect data, and descriptive statistics and correlation analysis were employed to determine the correlation between learners’ SRL and language proficiency. Results indicated that the participants often employed a range of self-regulation strategies for language learning. The three strategies that were most frequently used were elaboration, help-seeking, and time and study environment management, while critical thinking and effort regulation were the least common. Furthermore, a notable positive relation was observed between students’ SRL strategies and language proficiency. It was clear that language proficiency and elaboration correlated most significantly, while the lowest correlation was found between language proficiency and effort regulation. Therefore, key adjustments should be made to curricula by educators and institutions to strengthen students’ SRL skills. Educators should also receive specialized training in incorporating SRL strategies into language instruction to support learners’ SRL skills development.