Self-Regulated Learning Skills and English Proficiency

This descriptive-correlational study investigated the self-regulated learning skills (SRL) and English proficiency (EP) of 338 Grade 7 students from eight secondary schools within PAHASUKI districts. It specifically determined the demographic profile of the respondents and the levels of their self-regulated learning skills and proficiency in English. Significant differences on their SRL and EP levels with respect to gender, age and income as well as and the relationship between SRL and EP were likewise determined. A Likert scale and teacher-made multiple-choice test were used to gather data, which were analyzed using frequency, frequency percentage, mean standard deviation, ANOVA and Pearson r. Majority of the students were female, within the appropriate age for Grade 7, and had low family income. Their level of SRL was high which differed significantly with respect to gender but not significantly with respect to age and income. Students’ English proficiency in terms of listening and speaking skills were within developing level their skills in speaking and writing were in beginning level. Difference on English proficiency was significant with respect to income but not significant with respect to gender and age. The relationship between self-regulated learning skills and English proficiency was weak but positive and significant. Interventions were recommended based on the findings.