An investigation into the self regulated learning of english majored students at the faculty of english linguistics and literature university of social sciences and humanities in ho chi minh city

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO THE SELF-REGULATED LEARNING OF ENGLISH MAJORED STUDENTS AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE – UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES IN HO CHI MINH CITY Submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By MAI THỊ THÙY VÂN Supervised by NGUYỄN THỊ KIỀU THU, Ph D HO CHI MINH CITY - JANUARY 2012 ACKNOWLEDGEMENT Firstly, I would like to express my gratitude to my thesis supervisor, Dr Nguyen Thi Kieu Thu, who read my manuscript with great care, and gave insightful comments and provided valuable support in the preparation and completion of this thesis I am also grateful to the Post graduate staff members, who organize this master programme, and the teachers who have dedicated to the courses, and, again, Dr Nguyen Thi Kieu Thu, Dean of the Faculty of English Linguistics and Literature (EF), National University of Social Sciences and Humanities Additionally, I would like to send my special thanks to all teachers who gave me remarks and advice, which are invaluable for the thesis Particularly, I wish to thank Dr Nguyen Thu Huong, whose talks provoked me to start thinking of this thesis a year ago so that I was better prepared in terms of references and ideas, and Mr Vo Duy Minh, M.A., Mr Pham Nhat Khanh, M.B.A., who spent hours sharing with me their experiences in conducting a thesis and proof-reading, Ms Nguyen Nha Tran, M.A., who were enthusiastic in discussions, and my special friend, Ms Stephanie Albert, who always encouraged me Without these supports my thesis could not have been possible Lastly, my thesis ends in reference to my family I am greatly indebted to my parents who, as always, have been wholeheartedly supportive For the past nine months, Dad and Mum have been taking great care of everything so that their daughter could devote all her time to the writing of the thesis STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: AN INVESTIGATION INTO THE SELF-REGULATED LEARNING OF ENGLISH MAJORED STUDENTS AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE – UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES IN HO CHI MINH CITY In terms of statement of Requirements for Theses in Master’s Program issued by Higher Degree Committee Ho Chi Minh City, January 2012 MAI THỊ THÙY VÂN ii RETENTION AND USE OF THE THESIS I, MAI THỊ THÙY VÂN, hereby state that I being the candidate for the degree of Master in T.E.S.O.L accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh City, January 2012 MAI THỊ THÙY VÂN iii LIST OF FIGURES & TABLES Figure 3.1: The flowchart of the research process 55 Table 4.1: The two groups’ means and standards deviation for Effort Regulation component 71 Table 4.2: The two groups’ means and standard deviations for Exam Anxiety component 72 Table 4.3: The two groups’ means and standard deviations for Extrinsic Goal Motivation component 73 Table 4.4: The two groups’ means and standard deviations for Peer Learning component 74 Table 4.5: The two groups’ means and standard deviations for Rehearsal component 75 Table 4.6: The two groups’ means and standard deviations for Self-Efficacy component 76 Table 4.7: Differences between the two groups in the components of Effort Regulation, Extrinsic Goal Motivation and Rehearsal 77 Table 4.8: Differences in details between the two groups’ responses in the components of Effort Regulation (a), Extrinsic Goal Motivation (b) and Rehearsal (c) 78 Table 4.9: Differences in details between the two groups’ responses in the items of #31 and #16 of Extrinsic Goal Motivation component 79 Table 4.10: Differences in details between the two groups’ responses in SelfEfficacy component 80 Table 4.11: Differences in details between the two groups’ responses in Peer Learning component 81 Table 4.12: Differences in details between the two groups’ responses in Exam Anxiety component 83 Table Appendix D.1: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Exam Anxiety component for two groups (two times) 128 Table Appendix D.2: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Exam Anxiety component for two groups 129 iv Table Appendix D.3: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Extrinsic Goal Motivation component for two groups (two times) 130 Table Appendix D.4: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Peer Learning component for two groups (two times) 131 Table Appendix D.5: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Rehearsal component for two groups 131 Table Appendix D.6: Reliability Statistics and Item-total Correlation Statistics for seven items of Self-Efficacy component (two times) 132 v TABLE OF CONTENT Acknowledgement i Certificate of Originality ii Retention and Use of the Thesis iii List of Figures and Tables iv Table of Content vi Abbreviation x Abstract xi CHAPTER – INTRODUCTION 1.1 Rationale 1.1.1 Instruments to measure learning strategies 1.1.2 Measuring learning strategies in Vietnam context 1.2 Theoretical Background 1.3 Statement of the Problems 1.4 Purposes of the Study 1.5 Research Questions 1.6 The Significance of the Study 1.7 The Scope of the Study 1.8 Definitions of Terms 1.9 Limitations 10 1.10 Summary 11 CHAPTER - LITERATURE REVIEW 12 2.1 Self-regulated learning 12 2.1.1 Definition of Self-regulated learning 12 2.1.2 Modules of Self-regulated learning 15 2.1.2.1 Motivation 15 vi 2.1.2.2 Learning Strategies 17 2.1.3 Historical overview of the emergence of the concept of selfregulated learning 21 2.1.3.1 The emergence of self-regulated learning in Psychological field 21 2.1.3.2 Self-regulated learning in Education field 23 2.1.3.3 Self-regulated learning as a suggestion to further research on L2 learning/ ESL 25 2.1.3.4 The emergence of the terms of self-regulated learning 26 2.1.4 Self-regulated learning and Learner autonomy 27 2.2 Conceptual Framework of Self-regulated learning 29 2.2.1 Prior models of Self-regulated learning 29 2.2.2 Previous studies of Self-regulated learning 33 2.2.2.1 Research on self-regulated learning in Math, Science and English L1 34 2.2.2.2 Research on self-regulated learning in distance courses 35 2.2.2.3 Research on self-regulated learning in ESL/EFL learning 36 2.2.2.4 The factors as the predictors for academic achievement 39 2.3 The Framework of the Study 40 2.3.1 The Module of Motivation 41 2.3.1.1 Exam Anxiety component 41 2.3.1.2 Extrinsic Goal Motivation component 43 2.3.1.3 Self-Efficacy component 45 2.3.2 The Module of Learning strategies 46 2.3.2.1 Effort Regulation component 46 2.3.2.2 Peer Learning component 47 2.3.2.3 Rehearsal component 49 2.4 Summary 50 CHAPTER - RESEARCH METHODOLOGY 51 3.1 The Survey 51 vii 3.2 The Research Process 52 3.3 Data Analysis Method 55 3.4 Participants 56 3.4.1 The Subjects for the Pilot Questionnaire 56 3.4.2 The Subjects for the Research Questionnaire 57 3.5 Instrumentation 57 3.5.1 Questionnaire 57 3.5.1.1 Pilot Questionnaire 58 3.5.1.2 Research Questionnaire 59 3.5.1.2.1 Items removed 59 3.5.1.2.2 Re-formatting the questionnaire 60 3.5.2 Statistic tools 60 3.5.2.1 Reliability Statistics 60 3.5.2.2 Item-Total Correlation Statistics 62 3.5.2.3 Descriptive Statistics 62 3.6 Summary 63 CHAPTER - DATA ANALYSIS & DISCUSSION OF RESULTS 64 4.1 Data analysis 64 4.1.1 Pilot Questionnaire 64 4.1.1.1 Effort Regulation component 65 4.1.1.2 Exam Anxiety component 65 4.1.1.3 Extrinsic Goal Motivation component 66 4.1.1.4 Peer Learning component 66 4.1.1.5 Rehearsal component 67 4.1.1.6 Self-Efficacy component 67 4.1.2 Research Questionnaire 68 4.1.2.1 Effort Regulation component 69 4.1.2.2 Exam Anxiety component 70 viii 4.1.2.3 Extrinsic Goal Motivation component 71 4.1.2.4 Peer Learning component 72 4.1.2.5 Rehearsal component 73 4.1.2.6 Self-Efficacy component 74 4.2 Findings & Discussion 75 4.3 Summary 83 CHAPTER – CONCLUSION, PEDAGOGICAL IMPLICATIONS & RECOMMENDATIONS 85 5.1 Conclusion 85 5.2 Pedagogical implications 87 5.3 Recommendations for further researches 90 Bibliography 92 Appendix A – Pilot Questionnaire (English and Vietnamese versions) 104 Appendix B – Research Questionnaire (English and Vietnamese versions) 112 Appendix C – Items in Pintrich et al.’s MSLQ from which the research questionniare adapted 126 Appendix D – Tables of the process of computing Reliability Statistics and Item-Total Correlation Statistics 128 ix 29 - I was confident I could an excellent job in the entrance exam Strongly disagree Moderately disagree Somewhat disagree Neither disagree nor agree Somewhat agree Moderately agree Strongly agree        30 - When I took the entrance exam, I thought about items on other parts of the test that I was unable to answer Strongly disagree Moderately disagree Somewhat disagree Neither disagree nor agree Somewhat agree Moderately agree Strongly agree        31 - I wanted to please my parents’ expectation for my entrance exam Strongly disagree Moderately disagree Somewhat disagree Neither disagree nor agree Somewhat agree Moderately agree Strongly agree        32 - Even when the lessons are dull and uninteresting, I manage to keep working until I finish Strongly disagree Moderately disagree Somewhat disagree Neither disagree nor agree Somewhat agree Moderately agree Strongly agree        Sincerely thank you for your co-operation 118 BẢNG CÂU HỎI NGHIÊN CỨU Bảng câu hỏi thực để nghiên cứu động thúc đẩy chiến lược học tập sinh viên chuẩn bị MÔN TIẾNG ANH cho kỳ thi tuyển sinh Kết nghiên cứu nhằm định hướng động thúc đẩy chiến lược học tập cho sinh viên để họ thu kết tốt kỳ thi tuyển sinh sau bạn đạt kỳ thi tuyển sinh vừa qua Trả lời bạn cho câu hỏi nhằm cho mục đích tìm hiểu nêu hịan tịan khơng sử dụng cho mục tiêu khác Chúng mong bạn trả lời cho tât câu hỏi cách đánh dấu √ vào thích hợp cho lựa chọn bạn cho câu Ý kiến trả lời bạn hồn tồn tơn trọng HỒN TỒN KHƠNG LIÊN QUAN đến kết học tập bạn Chúng mong nhận hợp tác bạn - Do mục tiêu nghiên cứu, mong bạn trả lời cho câu sau: Tên: Phái tính: Nữ  Nam  - Tôi tin đạt kết tốt kỳ thi tuyển sinh Hoàn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        - Tôi thường cảm thấy mệt mõi chán nản chuẩn bị cho kỳ thi tuyển sinh thường bỏ qua học trước hoàn thành kế hoạch lập Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        - Khi dự thi tuyển sinh, nghĩ làm so với bạn khác dự thi Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        119 - Khi ôn tập, tơi thường giải thích học cho bạn học tơi Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        - Với khả thực tập khóa ơn tập, tin làm tốt kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        - Tôi cố gắng để có kết tốt đẹp kỳ thi tuyển sinh Hoàn toàn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        - Khi chuẩn bị cho kỳ thi tuyển sinh, đọc tới đọc lui học nhiều lần Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        - Tôi tin tưởng tơi nắm vấn đề khó khăn lớp ôn cho kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        120 - Tơi học tích cực chuẩn bị cho kỳ thi tuyển Hoàn toàn khơng đồng ý sinh Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        10 - Khi chuẩn bị cho kỳ thi tuyển sinh, lặp lặp lại việc thực hành học Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        11 - Tôi cố gắng làm việc với sinh viên khác lớp ơn tập để hồn thành tốt làm Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        12 - Tôi tự tin nắm khái niệm dạy lớp ơn tập Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        13 - Khi ôn tập, thường dành thời gian để thảo luận với nhóm bạn khác lớp Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        121 14 - Chỉ có vượt qua kỳ thi tuyển sinh tơi mong có tương lai tốt đẹp Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        15 - Khi dự thi tuyển sinh, thường lo âu đến việc không đạt kết tốt Strongly disagree Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Hồn tồn đồng ý        16 - Trong kỳ thi tuyển sinh, mong muốn đạt kết cao so với bạn tơi Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        17 - Khi gặp học khó ôn tập, bỏ qua thực phần dễ làm Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        18 - Tôi ghi lại từ chủ yếu để nhắc khái niệm quan trọng học Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn toàn đồng ý        122 19 - Tôi tự tin hiểu vấn đề phức tạp giáo viên đưa lớp ơn tập Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        20 - Trong lớp ôn tập, luốn cố làm việc khơng cần giúp đỡ cho dù tơi gặp vấn đề khó khăn với học Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        21- Tôi lập danh sách thuật ngữ quan trọng cho lớp ôn tập ghi nhớ danh sách Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn toàn đồng ý        22 - Tơi có cảm giác khơng thoải mái, lo âu dự thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        23 - Tơi muốn có kết tốt kỳ thi tuyển sinh để chứng minh lực tơi với gia đình tơi, bạn bè tơi người khác Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        123 24 - Tôi sử dụng tốt thời gian học tập chuẩn bị cho kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        25 - Tôi quan tâm đến việc thực nhiều tập sách giáo khoa tốt lập lập lại nhiều lần tập cho thuộc lịng Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        26 - Khi ôn tập tơi khơng muốn có kết khơng tốt kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        27 - Khi hiểu lớp ôn tập, hỏi bạn học khác lớp để nhờ giúp đở Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        28 - Tôi cảm thấy tim đập nhanh dự thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        124 29 - Tôi tự tin đủ khả làm tốt làm cho kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hồn tồn đồng ý        30 - Khi làm thi tuyển sinh, thường nghĩ đến câu hỏi mà tơi khơng trả lời Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        31 - Tơi muốn làm hài lịng cha mẹ với kết kỳ thi tuyển sinh Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        32 - Khi gặp học không thú vị, cố thực hồn thành Hồn tồn khơng đồng ý Khơng đồng ý Có phần khơng đồng ý Khơng ý kiến Có phần đồng ý Đồng ý Hoàn toàn đồng ý        Chân thành cám ơn hợp tác bạn 125 APPENDIX C ITEMS IN PINTRICH et al.’s MSLQ FROM WHICH THE RESEARCH QUESTIONNAIRE ADAPTED 1- Effort Regulation component 37 I often feel so lazy or bored when I study for this class that I quit before I finish what I planned to (REVERSED) 48 I work hard to well in this class even if I don’t like what we are doing 60 When course work is difficult, I give up or only study the easy parts (REVERSED) 74 Even when the course materials are dull and uninteresting, I manage to keep working until I finish 43 I make good use of my study time for this course [in Time & Studying Environment component orgirinally] 2- Exam Anxiety component (Test Anxiety in original) When I take a test I think about how poorly I am doing compared with other students When I take a test I think about items on other parts of the test I can’t answer 14 When I take tests I think of the consequences of failing 19 I have an uneasy, upset feeling when I take an exam 28 I feel my heart beating fast when I take an exam 3- Extrinsic Goal Motivation component Getting a good grade in this class is the most satisfying thing for me right now 11 The most important thing for me right now is improving my overall grade point average, so my main concern in this class is getting a good grade 13 If I can, I want to get better grades in this class than most of the other students 30 I want to well in this class because it is important to show my ability to my family, friends, employers, or others 126 4- Peer Learning component 34 When studying for this course, I often try to explain the material to a classmate or a friend 45 I try to work with other students from this class to complete the course assignments 50 When studying for this course, I often set aside time to discuss the course material with a group of students from the class 40 Even if I have trouble learning the materials in this class, I try to the work on my own, without help from anyone (REVERSED) [in Help Seeking component orgirinally] 68 When I can’t understand the material in this course, I ask another student in this class for help [in Help Seeking component orgirinally] 5- Rehearsal component 39 When I study for this class, I practice saying the material to myself over and over 46 When studying for this class, I read my class notes and the course readings over and over 59 I memorize key words to remind me of important concepts in this class 72 I make list of important terms for this course and memorize the lists 6- Self-efficacy component I believe I will receive an excellent grade in this class I’m certain I can understand the most difficult material presented in the readings for this course 12 I’m confident I can understand the basic concepts taught in this course 15 I’m confident I can understand the most complex material presented by the instructor in this course 20 I’m confident I can an excellent job on the assignments and tests in this course 21 I expect to well in this class 29 I’m certain I can master the skills being taught in this class 31 Considering the difficulty of this course, the teacher, and my skills, I think I well in this class 127 APPENDIX D PROCESS OF ANALYSING ITEMS WITH RELIABILITY AND ITEM-TOTAL CORRELATION STATISTICS Cronbach's Alpha Group One Group Two 757 798 N of Items Group One Group Two 6 The component of Effort Regulation (six items) Corrected ItemTotal Correlation Grp ONE Grp TWO Cronbach’s Alpha if Item Deleted Grp ONE Grp TWO 02 I often feel so lazy or bored when I study when preparing for the Entrance Exam that I usually quit the lessons before I finish what I planned to 09 I work hard to well when preparing for the Entrance Exam even if I don’t like what I am doing 18 When a lesson is difficult, I give up or only study the easy parts 25 I made good use of my study time when preparing for the entrance exam 28 I found it hard to stick to a study schedule when I prepared for the entrance exam 36 Even when the lessons are dull and uninteresting, I manage to keep working until I finish Cronbach's Alpha Group One Group Two 807 836 425 747 740 714 602 881 694 687 567 483 702 783 770 569 646 763 140 183 807 836 531 483 713 783 N of Items Group One Group Two 5 The component of Effort Regulation (six items) Corrected ItemTotal Correlation Grp ONE Grp TWO Cronbach’s Alpha if Item Deleted Grp ONE Grp TWO 02 I often feel so lazy or bored when I study when preparing for the Entrance Exam that I usually quit the lessons before I finish what I planned to 09 I work hard to well when preparing for the Entrance Exam even if I don’t like what I am doing 18 When a lesson is difficult, I give up or only study the easy parts 25 I made good use of my study time when preparing for the entrance exam 36 Even when the lessons are dull and uninteresting, I manage to keep working until I finish .515 752 792 768 662 812 749 755 539 600 787 813 733 455 727 851 534 600 789 813 Table Appendix D.1: Reliability Statistics’ results and Item-total Correlation Statistics’ results for Exam Anxiety component for two groups (two times) 128 Cronbach's Alpha Group One Group Two 853 N of Items Group One Group Two 861 5 Corrected ItemTotal Correlation The component of Exam Anxiety (five items) Grp ONE 03 When I took the entrance exam, I thought about how poorly I Grp TWO Cronbach’s Alpha if Item Deleted Grp ONE Grp TWO was doing compared with other students 16 When I took the entrance exam, I thought of the consequences of failing 23 I had an uneasy, upset feeling when I took the entrance exam .857 662 782 837 814 474 781 910 637 816 832 797 31 I felt my heart beating fast when I took the entrance exam 33 When I took the entrance exam, I thought about items on 397 770 885 818 704 816 812 797 other parts of the test that I was unable to answer Cronbach's Alpha Group One Group Two 759 883 N of Items Group One Group Two 7 The component of Extrinsic Goal Motivation (seven items) 06 I did try my best to get a good grade in the entrance exam 11 The most important thing for me in the preparation course was improving my knowledge to get a good grade in the entrance exam 15 Only passing the entrance exam, I hope to have a good future 17 I wanted to get a better grade in the entrance exam than all my friends 24 I wanted to well in the entrance exam because it was a chance for me to show my ability to my family, friends, and others 29 I did not want to accept a not good result for the entrance exam when taking the preparation courses 129 Corrected ItemTotal Correlation Grp ONE Grp TWO Cronbach’s Alpha if Item Deleted Grp ONE Grp TWO 559 588 710 822 117 600 810 815 315 643 760 821 588 568 702 820 726 692 672 802 ... THE SELF- REGULATED LEARNING OF ENGLISH MAJORED STUDENTS AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE – UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES IN HO CHI MINH CITY In terms of statement... framework of Self- regulated learning in two domains They are the prior models of Self- regulated learning and the previous studies on Self- regulated learning 2.1 SELF- REGULATED LEARNING 2.1.1 Definition... for the subject of English in the entrance exam regulate their self- learning during the preparation for the exam? 1.6 THE SIGNIFICANCE OF THE STUDY The study gives us an insight into the relationship