Using Self-Regulated Learning Strategies in Blended Classrooms to Improve Students’ Receptive Language Proficiency

Abstract

The Self-Regulated Learning (SRL) Strategies have served as a basis in blended classrooms over a period of time to conduct experiments on various students’ problems. The technique of blended classrooms has shown optimistic results and has offered new opportunities for improving students' reading and learning skills, mainly known as receptive language proficiency. This study investigated how integrating SRL strategies within a blended classroom enhances English as a Foreign Language (EFL) learners' reading comprehension and writing skills. A quasi-experimental research design was employed, with participants divided into an experimental group, which utilized SRL strategies, and a control group, which did not. The findings revealed that the experimental group significantly outperformed the control group in both writing and reading comprehension skills. The mean scores for the experimental group were 84.30 for writing skills and 87.20 for reading comprehension, compared to 66.70 and 70.10, respectively, in the control group. These statistically significant differences, with p-values less than 0.001, confirm that SRL strategies substantially enhance students' receptive language proficiency in a blended EFL classroom. Furthermore, SRL strategies effectively improved reading comprehension at all levels—literal, inferential, and critical—highlighting their comprehensive impact on students' cognitive development. This study highlights the importance of incorporating SRL strategies in blended learning environments to improve EFL learners' language proficiency, offering a valuable approach for educators aiming to enhance students' reading and writing capabilities.