Self-Regulated Learning Strategies and Reading and Writing Skills of Students: Basis for Action Plan

With the rise in the application of digital technologies to education, changes have occurred in how students learn and engage in their academic activities. In the midst of changing learning environments, self-regulated learning has emerged as a key component in assisting students in managing the process of learning and performing well academically. This study analyzed the connection between self-regulated learning strategies and reading and writing skills among students in a blended learning environment. Three aspects of self-regulated learning were examined, namely motivation, cognitive strategies, and metacognitive strategies. The study made use of a quantitative correlational research design through triangulation for an enhanced interpretation of the results. The data were collected from 342 senior high school students by means of the Motivated Strategies for Learning Questionnaire (MSLQ). This is a popular tool for measuring self-regulated learning. The descriptive statistics technique was used in determining the degree of self-regulated learning while Pearson's correlation coefficient was utilized to measure the relationship between self-regulated learning and reading and writing skills of the students. There was a strong positive correlation between self-regulated learning skills and reading and writing abilities. In addition, the more motivated, effective cognitively and metacognitively regulated students achieved higher scores in reading and writing. This shows that self-regulation plays an important role in improving literacy skills in blended environments. Following these results, an action plan for further improving instructions in terms of promoting independent learning and strategic skills in reading and writing will be developed.