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STUDENTS WER LANGUAGE LEARNING STRATEGIES AND SELF-
REGULATION IN ELEMENTARY STUDENTS
.
Buzrukxo’jayeva Muxtasar,
Master student, Namangan State
Institute of Foreign Languages
muxtasarbuzrukxojayeva@gmail.com
Annotatsiya
Ushbu tadqiqot boshlang'ich sinf o'quvchilarining til o'rganish strategiyalari va
o'z-o'zini boshqarish qobiliyatining til o'rganish jarayoniga ta'sirini o'rganadi. Tadqiqot
natijalari o'quvchilarning o'z-o'zini boshqarish strategiyalarini qo'llash orqali til
ko'nikmalarini yaxshilashlari mumkinligini ko'rsatadi.
Аннотация
Данное исследование изучает влияние стратегий обучения языкам и
саморегуляции на процесс овладения языком учащимися начальных классов.
Результаты исследования показывают, что учащиеся могут улучшать свои
языковые навыки, применяя стратегии саморегуляции.
Annotation
This study examines the impact of language learning strategies and self-
regulation on the language acquisition process of elementary students. The findings
indicate that students can enhance their language skills by applying self-regulation
strategies.
This study investigates the impact of language learning strategies (LLS) and self-
regulation on the language acquisition of elementary students. By analyzing existing
research and educational practices, the study highlights the significance of
metacognitive, cognitive, and resource management strategies in fostering self-
regulated learning. Findings indicate that students who employ self-regulation
techniques demonstrate improved language proficiency, motivation, and academic
performance. The study emphasizes the role of educators in creating supportive
learning environments that encourage autonomy and strategic learning behaviors.
Introduction
Language acquisition in elementary education is a complex process influenced
by various cognitive and motivational factors. Self-regulated learning (SRL) refers to
the ability of learners to plan, monitor, and evaluate their learning processes, leading
to more effective and autonomous learning experiences. Incorporating SRL strategies
into language instruction can enhance students' engagement and proficiency. This
paper examines the relationship between LLS and self-regulation, aiming to provide
Ta'lim innovatsiyasi va integratsiyasi
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ISSN:3030-3621
insights into effective language teaching practices for young learners.through that we
will be able to better understand the methods and the way students and teachers work
cooperatively while using the self-regulation strategies and methods during the
classroom.
Methods
Data Analysis
Thematic analysis was employed to identify common themes and strategies
across the selected studies. Focus was placed on the types of SRL strategies utilized,
their implementation in classroom settings, and their effects on student performance.
Methods
This study utilized a qualitative (or mixed-methods/quantitative, depending on
your approach) design to investigate the language learning strategies and self-
regulation practices employed by elementary school students in the context of second
language acquisition. The aim was to explore how young learners approach language
tasks and regulate their own learning processes in classroom settings.
The participants were 12 elementary school students 8–11 years, enrolled in 7
and 8 atprivate school NOVDA. The group consisted of 4 girls and 12 boys, all of
whom were learning English language
Parental consent and student assent were obtained prior to participation in the
study.To assess students’ language learning strategies and self-regulation behaviors,
the following instruments were used:
A simplified and age-appropriate version of the Strategy Inventory for Language
Learning (SILL) adapted for children.
A teacher observation checklist developed to capture students’ use of strategies
such as repetition, asking for help, or using visual aids.
Short semi-structured interviews with students to gather qualitative insights into
their awareness and attitudes toward learning strategies and goal-setting.
A self-report learning journal activity that encouraged students to reflect on what
strategies they used during language tasks over a period of two weeks.
Procedure
The study was conducted over two-week period during the regular school
schedule. In the first week, students completed the adapted SILL questionnaire with
the assistance of their classroom teachers to ensure understanding. Teachers were then
trained to use the observation checklist while students engaged in language learning
activities over the following three weeks.
During this period, students also maintained a simple learning journal, where
they were prompted to draw or write about their language learning experiences and any
strategies they used. Toward the end of the study, individual interviews were conducted
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ISSN:3030-3621
with a subset of students (n = [number]) to explore their self-regulation strategies in
more depth.
Quantitative data from the adapted SILL questionnaire were analyzed using
descriptive statistics to identify the most and least frequently used strategies.
Observational data and learning journals were coded thematically to identify recurring
patterns in self-regulated behaviors, such as planning, monitoring, or seeking help.
Interview data were transcribed and analyzed using thematic analysis to triangulate
findings from other sources.
Results
The analysis revealed several key findings:
Enhanced Motivation and Self-Efficacy: Students who engaged in SRL
strategies reported higher levels of motivation and confidence in their language
abilities.
Improved Language Proficiency: The use of metacognitive strategies, such as
goal setting and self-monitoring, was linked to better language skills, particularly in
reading and writing.
Positive Classroom Environment: Teachers who fostered an environment that
encouraged self-regulation saw increased student participation and improved academic
outcomes.
These results underscore the importance of integrating SRL strategies into
language instruction to promote autonomous and effective learning.
Discussion
The findings suggest that SRL strategies are instrumental in enhancing language
learning among elementary students. By adopting techniques such as self-assessment,
time management, and reflective practices, students can take greater ownership of their
learning process. Educators play a crucial role in modeling these strategies and creating
a classroom culture that supports self-regulation. Further research is needed to explore
the long-term effects of SRL on language acquisition and to develop tailored
interventions for diverse student populations.
Conclusion
Incorporating language learning strategies and promoting self-regulation are
essential components of effective language instruction for elementary students. By
equipping students with the tools to manage their learning processes, educators can
foster a more engaging and successful language learning experience.
References:
1.
Buzrukxo’jayeva, M. M., & Erkulova, F. M. (2025). Language learning strategies
and self-regulation. Web of Teachers: Inderscience Research, 3(1), 132–138.
Ta'lim innovatsiyasi va integratsiyasi
https://scientific-jl.com
45-son_2-to’plam_May -2025
119
ISSN:3030-3621
2.
Zhang, T. (2024). Effects of self-regulation strategies on EFL learners’ language
learning motivation, willingness to communicate, self-efficacy, and creativity.
BMC Psychology, 12, 75.
3.
Abbasian, G.-R., & Hartoonian, A. (2014). Using self-regulated learning strategies
in enhancing language proficiency with a focus on reading comprehension. English
Language Teaching, 7(6), 160–170.
4.
Sadati, S., & Simin, S. (2016). The relationship between metacognitive and self-
regulated learning strategies with learners’ L2 learning achievement. International
Journal of Research Studies in Language Learning, 5(2), 1–1
5.
Isanejad, O., & Alidadi, H. (2018). The relationship between self-regulated learning
and metacognitive strategies of reading and problems of learning in second
language among bilingual students. Shenakht Journal of Psychology and
Psychiatry, 5(5), 15–29.
