The Investigating the Relationship betweenSelf-Regulation and ‎Language Learning Strategies in Successful Secondary School Students

In centralized educational systems, English language instruction is often reduced to rote ‎memorization; however, language proficiency fundamentally requires learner agency and self-‎regulation. This study aims to investigate the nexus between self-regulatory components ‎‎(planning, monitoring, and self-evaluation) and the implementation of Language Learning ‎Strategies (LLS) among successful high school students. Adopting a quantitative research ‎design, the study utilizes the Self-Regulation Questionnaire (SRQ) and the Strategy Inventory ‎for Language Learning (SILL) administered to a cohort of high-achieving students. Preliminary ‎findings indicate a significant positive correlation between high levels of self-regulation and the ‎deployment of complex metacognitive and cognitive strategies. Using Structural Equation ‎Modeling (SEM), the analysis demonstrates that successful students not only utilize a broader ‎repertoire of strategies but also engage in "self-reactive" processes to adjust their learning ‎trajectories. These results underscore the necessity of shifting the pedagogical paradigm from ‎‎"teaching-centered" to "learning-centered" approaches and highlight the importance of equipping ‎educators to explicitly teach self-regulation skills in the classroom.

کلیدواژه ها:

Self-Regulation ، Language Learning Strategies (LLS) ، Successful Learners ، Upper Secondary ‎Education ، Metacognition.