Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a92
Self-regulated strategies and English grammar
learning in online environment 101 - 130
Artículo original. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 101 - 130. julio-diciembre, 2025. e-ISSN: 2960-8015
Self-regulated strategies and
English grammar learning in online
environment
Estrategias autorreguladoras y el aprendizaje de la gramática
Inglesa en un entorno de aprendizaje en línea
Información del artículo:
Recibido: 17-12-2024
Aceptado: 26-03-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cual-
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1 Universidad Nacional de Loja; isavou.montesinos@unl.edu.ec. Loja, Ecuador.
2 Universidad Nacional de Loja; emilyjuliet@gmail.com. Loja, Ecuador.
Isavó Alfonsina Montesinos Jaramillo 1, Emily Juliet Cueva Criollo 2
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a92
Cómo citar:
Montesinos Jaramillo, I., & Cueva Criollo, E. J. (2025). Self-regulated strategies and English grammar learning in
online environment. Revista Multidisciplinaria Investigación Contemporánea, 3(2), 101-130. https://doi.org/10.58995/
redlic.rmic.v3.n2.a92
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a92
Self-regulated strategies and English grammar
learning in online environment 102 - 130
Resumen
Este estudio investiga el impacto de las estrategias del aprendizaje autorregulado (SRL)
en el aprendizaje de la gramática inglesa en un entorno en línea entre estudiantes uni-
versitarios principiantes. Se empleó un diseño descriptivo cuantitativo, con la partici-
pación de 213 estudiantes seleccionados, mediante muestreo sistemático de una uni-
versidad pública en Ecuador. Los datos se recopilaron a través de una encuesta tipo
Likert para identicar las estrategias de SRL y una prueba de gramática para evaluar
áreas como los tiempos verbales, la estructura de las oraciones, y la puntuación. Los
hallazgos revelaron que los estudiantes utilizan frecuentemente estrategias como la -
jación de metas y la gestión de recursos, pero hacen un menor uso de la autoevaluación
y el auto- monitoreo. La prueba de gramática mostró altos niveles de competencia, con
un 91.1% de estudiantes alcanzando puntajes excelentes, aunque persisten desafíos en
áreas especícas como la concordancia sujeto- verbo y la puntuación. El estudio con-
cluye que promover estrategias variadas de SRL, particularmente aquellas relaciona-
das con la autoevaluación, podría mejorar los resultados de aprendizaje gramatical en
entornos en línea.
Palabras clave: Estrategias de aprendizaje autorregulado; gramática inglesa; entorno
en línea.
Abstract
This study investigates the impact of self-regulated learning (SRL) strategies on Engli-
sh grammar learning in an online environment among beginner university students.
A quantitative descriptive design was employed, involving 213 participants selected
through systematic sample at a public university in Ecuador. Data were collected using
a Likert-scale survey to identify SRL strategies and an Achievement Grammar test to
evaluate prociency in different grammar areas, such as verb tenses, sentence structu-
re, and punctuation. The ndings revealed that while students frequently used goal-se-
tting and resource management strategies, self- monitoring and self-assessment were
less used. The achievement grammar test showed high levels of grammar prociency,
with 91.1% of students achieving excellent scores, although challenges still persisted in
specic areas like subject-verb agreement and punctuation. The study concludes that
promoting diverse SRL strategies, especially those involving self- evaluation, could en-
hance grammar learning outcomes in online settings.
Keywords: Self-regulated learning strategies; English grammar; online environment.
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a92
Self-regulated strategies and English grammar
learning in online environment 103 - 130
1. Introducción
Nowadays, learning autonomously has become an important ability for stu-
dents in online environments, especially when dealing with complex areas
such as English grammar. Thus, students should adopt self-regulated lear-
ning (SRL) strategies; as García et al. (2018) and Sins et al. (2024) pointed out,
these strategies help students to set goals, monitor processes, and use effec-
tive study habits to reach their academic success. Furthermore, Razavipour
et al. (2020) stated that grammar includes the rules and structures to create
clauses and sentences. Hence, in situations where there is no teacher inte-
raction, these strategies become even more important, as they help students
manage grammar difculties and master their rules. In an ideal scenario,
self-regulated learning strategies would empower students to take control of
their learning process and overcome the challenges that grammar presents
in online learning environments.
Despite the popularity of self-regulated strategies as an approach to
learning English grammar in online environments, some students still stru-
ggle with the usage of these strategies. Many students in Ecuador face cha-
llenges in learning English due to socioeconomic factors that limit access to
language education, inadequate teachers’ instruction, insufcient teacher
training, lack of technological sources, and low levels of language prociency
(Newman et al., 2023; Tamayo & Cajas, 2020).
Within a public university in Loja, the integration of an online environ-
ment has highlighted these challenges, impacting students’ learning proces-
ses. However, research on SRL strategies and learning English grammar has
focused on traditional classrooms, leaving a gap in the impact of self-regula-
ted strategies and English grammar learning in an online environment. This
study therefore aims to address this gap by examining the SRL strategies used
by beginner university students in online environments and exploring their
effectiveness in improving English grammar achievement.
Revista multidisciplinaria
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a92
Self-regulated strategies and English grammar
learning in online environment 104 - 130
Previous studies have explored the impact of self-regulated learning
(SRL) strategies on English grammar achievement. For instance, Aliasin et
al. (2022) examined the effectiveness of self-regulated learning strategies on
learning English relative clauses among EFL students. Similarly, Wardani et
al. (2023) explored the relationship between self- regulated strategies and
English grammar achievement among undergraduate students. Moreover,
Hunutlu (2023) provided an overview of self-regulation strategies in the onli-
ne learning process, suggesting that SRL strategies increase students’ acade-
mic achievement and online learning experience in EFL/ESL contexts. Thus,
Chansri et al. (2024) found positive correlations between self-regulated lear-
ning strategies such as interpretation, self- assessment, and persistence and
English language skills.
Studies, like those by Aliasin et al. (2022) and Wardani et al. (2023),
mainly focused on advanced learners or traditional classrooms, avoiding
how beginners use self-regulated strategies in online settings. Research has
highlighted the benets of these strategies for improving academic perfor-
mance, but more attention needs to be given to how these strategies impact
English grammar learning in an online environment among beginner univer-
sity students (Newman et al., 2023; Tamayo & Cajas, 2020). Therefore, there is
still a gap when it comes to beginner students learning English grammar in
an online setting. For this reason, this study aims to ll this gap by examining
which self-regulated strategies
are the most commonly used by university students for learning Engli-
sh grammar in online environments. The results will offer valuable insights
into tailored strategies that can better support this group of learners, contri-
buting to a more inclusive view of self-regulated learning in language educa-
tion.
The relevance of this study extends across multiple groups, including
educators, curriculum designers, and policymakers in language education.
For educators, understanding how beginner students use self-regulated stra-
tegies to learn English grammar in an online setting can help shape teaching
methods that promote student’s independence and engagement in virtual se-
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Self-regulated strategies and English grammar
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ttings. Curriculum designers can use these insights to create resources and
activities that meet the students’ needs, which could improve grammar lear-
ning outcomes. Moreover, for policymakers, this study emphasizes the need
to include self-regulation strategies to better prepare students for online
learning. By addressing these areas, this research provides a foundation for
improving English grammar learning in online environments. The purpose
of this study is to investigate the impact of self-regulated learning strategies
on English grammar learning in an online environment among beginner uni-
versity students.
With this information in mind, this following section examines the ro-
les of self-regulated learning (SRL) strategies in improving English grammar
skills among beginner university students in online environments. SRL stra-
tegies, such as goal-setting, self-monitoring, and self-assessment, are impor-
tant for fostering autonomy and critical thinking in language learning (Gar-
cía et al., 2018; Hunutlu, 2023). These strategies enable students to identify
strengths and weaknesses, manage resources, and adjust their study habits to
overcome challenges in English grammar learning (Schunk & Greene, 2017;
Zimmerman, 2015).
Research highlights the positive impact of SRL strategies on academic
outcomes. For instance, Aliasing et al. (2022) found signicant improvements
in grammar skills when students employed goal-setting and self-monitoring.
Similarly, Chansri et al. (2024) demonstrated enhanced grammar performan-
ce through self-assessment practices. Effective SRL strategies also include
metacognitive approaches like self-questioning, which promote deeper un-
derstanding (Zimmerman, 2015), and resource management, where multiple
tools such as grammar textbooks or mobile apps are used to enhance the lear-
ning process (Usher & Schunk, 2018).
Despite their benets, students face challenges in their English gram-
mar learning due to the complexity of rules. Common difculties inclu-
de mastering verb tenses, subject-verb agreement, sentence structure, the
appropriate use of prepositions, articles, or modiers (Murphy, 2019; Najat,
2020). In addition, word order and proper use of punctuation often present
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Self-regulated strategies and English grammar
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challenges, especially in questions and negative statements. SRL strategies
help students address these issues by promoting systematic, self-control, and
effective study habits (Jakešová & Kalenda, 2015; Jafarkhani et al., 2019).
Furthermore, study habits were included as complementary techniques
to SRL strategies. Well-developed routines improve learning retention and
foster adaptability in the learning process (Jafarkhani et al., 2019). However,
further research is needed to understand how beginner university students
actually use SRL strategies in online context, since most of the studies focus
on advanced learning or traditional classrooms (Aliasin et al., 2022; Wardani
et al., 2023). Addressing this gap can enhance the effectiveness of SRL
strategies for English grammar learning and support better academic outco-
mes for students within online learning environments.
2. Materials and Methods
Research setting
This research was conducted at a public university located in Loja, Ecuador.
The context of this study involves an online learning environment where
students engage in self- regulated learning activities as part of their English
grammar coursework, delivered through Moodle. This online setting allows a
controlled digital context where students are encouraged to practice self-re-
gulated learning strategies, fostering autonomy in their learning process.
Research participants
The population for this study consists of approximately 474 beginner univer-
sity students, from which 213 students were selected using systematic sam-
pling. As Creswell (2014) claimed, systematic sampling is a probability me-
thod where participants are selected at regular intervals from a population
list, reducing bias. An online calculator determined the sample size, ensuring
a 95% reliability level with a 5% error range. This sample size provides suf-
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Self-regulated strategies and English grammar
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cient data to analyze the correlation between self-regulated strategies and
English grammar learning. The sample includes students from four groups,
as outlined in Table 1 below.
Table 1
Sample of population
Group A Group B Group C Group D Total
54 53 53 53 213
Research approach
A quantitative approach was used to evaluate and describe the impact of
self-regulated learning strategies on English grammar learning. Quantitative
research involves the collection and analysis of numerical data to identify pa-
tterns and trends (Creswell & Guetterman, 2019). In this regard, this approach
allows a description of how students use self-regulated learning strategies
in an online environment. To achieve the study’s objectives, an Achievement
Grammar Test was used to evaluate students’ knowledge of English grammar,
and Likert Scale Survey collected insights on which self-regulated strategies
students used for learning English grammar.
Research design
A descriptive design was used to provide an understanding of the self-regula-
ted learning strategies used by beginner university students and their Engli-
sh grammar achievement. As Creswell and Guetterman (2019) explained,
descriptive design helps to understand the
patterns and trends in the context without attempting to explain the
causality between variables. Likewise, Wiersma (2000) claimed, descriptive
research is used to observe and describe aspects of a situation as it naturally
occurs, focusing on understanding patterns or phenomena without manipu-
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Self-regulated strategies and English grammar
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lating the variables. This study aimed to investigate the impact of self-regula-
ted strategies on English grammar learning in an online environment among
beginner university students. Additionally, it intends to identify which
self-regulated learning strategies were the most commonly used by students
and evaluate the students’ achievement in English grammar learning.
Data collection sources and techniques
To achieve the study’s objectives, two primary data collection instruments
were used: an Achievement Grammar Test and a Likert Scale Survey. In ad-
dition, both of these instruments were applied through Google Forms. The
Achievement Grammar Test consisted of 20 multiple-choice questions divi-
ded into ve specic sections aligned with the indicators being investigated.
These sections focused on the following grammar aspects:
verb tenses, sen-
tence structure, word order, subject and verb agreement, and punctuation.
The Likert Scale Survey was designed to gather quantitative data regarding
students’ perceptions on self-regulated learning strategies. This Likert scale
is a type of agreement scale that measures participants’ levels of agreement
or disagreement with specic statements. The survey included statements
related to the self-regulated strategies, such as
goal-setting, self-monito-
ring, goal-setting, metacognitive, resource management, study- habits, and
self-control
. Each statement in the survey was rated on ve-point Likert scale,
with Strongly agree assigned a value of 1,
Agree
a value of 2,
Neutral
a value
of 3,
Disagree
a value of 5, and
Strongly disagree
a value of 5. Therefore, this
survey allowed a detailed understanding of students’ self-regulated learning
strategies used for English grammar learning. These instruments aligned
with the study’s quantitative approach, allowing the comprehension of the
patterns and trends of self-regulated strategies and English grammar lear-
ning.
Both instruments were validated to ensure the research process.
Cons-
truct validity
was used to conrm that the instruments measured the inten-
ded variables accurately. Additionally,
Validity by Experts
was conducted by
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Self-regulated strategies and English grammar
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ve specialists in English language as second language, who checked the ins-
truments for clarity, coherence, and relevance. To quantify the validity, the V
de Akaike (AIC value) was calculated for each instrument. The Achievement
Grammar Test obtained a value of 1,10, indicating a high level of validity, whi-
le the Likert´s Scale Survey achieved a value of 1,13, conrming its design.
These validation measures ensured the instruments for collecting the neces-
sary data for the study.
Data analysis
In the data analysis, descriptive statistics was used to identify the self-regula-
ted strategies that students use when learning English grammar. This analy-
sis focused on summarizing and interpreting the frequency in applying the
self-regulated learning strategies. Moreover, measures such as means, stan-
dard deviations, maximum, and minimum values were calculated to analyze
the quantitative data. Therefore, in order to
analyzed the qualitative and quantitative data, JAMOVI software was
used in conducting the descriptive and statistical analysis, allowing a clear
understanding of the variables.
Procedure
This study was conducted in sequential phases to ensure the investigation
of the self- regulated learning strategies and English grammar achievement.
This research process followed these phases:
1. Preparation phase
• Literature review: An extensive literature review was conducted.
The information related with self-regulated learning strategies
and their impact on English grammar learning was supported
by identifying some previous studies. This phase helped to em-
phasize the research questions, the objectives, instruments,
and methods.
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Self-regulated strategies and English grammar
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• Instruments design and validation: Based on the objectives,
the Achievement Grammar Test was created with 20 multi-
ple-choice questions, divided in ve aspects: verb tenses, sen-
tence structure, word order, subject-verb agreement, and punc-
tuation. Thus, the Likert Scale Survey included statements for
identifying the most common self-regulated strategies such as
goal-setting, self- monitoring, goal-setting, metacognitive, re-
source management, study-habits, and self-control. Therefore,
both instruments were reviewed by experts to ensure validity.
2. Sampling and participants selection
• A sample of 213 students from a public university in Loja, Ecua-
dor, was selected from an approximate population of 474 begin-
ner university students. An online calculator determined the
sample size, ensuring a 95% condence level with a 5% margin
of error.
3. Data collection phase
• Achievement grammar test: The achievement grammar test was
administered to participants via Google Forms. Previously, the
students were informed about the objectives and the structure
of the test which measured their knowledge in English grammar
in the specic aspects; verb tenses, sentence structure, word or-
der, subject and verb agreement, and punctuation.
• Likert Scale Survey: Following the grammar test, the Likert scale
was administered through Google Forms to collect data regar-
ding the most common self-regulated learning strategies used
by students for learning English grammar.
4. Data analysis phase
• Descriptive statistical analysis: JAMOVI software was used to
present the. Descriptive statistical analysis on the data collec-
ted from both the Achievement Grammar Test and the Likert
Scale survey. Subsequently, the analysis focused on identifying
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Self-regulated strategies and English grammar
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students’ grammar achievement and self-regulated learning
strategies.
5. Interpretation and Conclusion
• The results were interpreted based on the research objectives.
The most commonly used self-regulated strategies were iden-
tied, along with trends in student’s grammar performance.
Thus, conclusions were drawn based on these ndings, provi-
ding insights into how self-regulated strategies might support
English grammar learning among beginner university students.
3. Results
3.1. Likert scale Survey
This section aligns with the research objective:
To identify the most commonly self-regulated learning strategies that stu-
dents use for learning English grammar.
Table 1
Descriptive statistics of the self-regulated strategies
N Mean SD Minimum Maximum
1.Goal-setting 213 4.07 0.801 1 5
2. Self-monitoring 213 4.05 0.760 1 5
3. Self-assessment 213 4.03 0.795 1 5
4. Metacognitive 213 4.05 0.766 1 5
5. Resource management 213 4.14 0.806 1 5
6. Study habits 213 4.00 0.885 1 5
7. Self-control 213 4.14 0.764 1 5
Note. Results based on the general ndings of the survey on student’s percep-
tions of self-regulated strategies
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The data described in Table 1 presents students’ frequency of self-regu-
lated learning strategies usage. With a sample of 213 students, the descriptive
statistics highlight the trends and variability of the strategies.
For starters, the mean scores for all self-regulated strategies fall within
a very high range, 4 being the lowest and 4.14 being the highest. This indicates
that respondents do not frequently engage and partake in the usage of the-
se strategies. Specically, Resource management and Self-control share the
highest mean scores, being the ones that students partake in the least. These
strategies are followed by Goal setting, 4.07, which is still relatively high and
presupposes a low emphasis on setting goals to be achieved and proposing a
clear objective.
Self-monitoring and Metacognitive strategies share a mean score of
4.05, which means that students do not place a particular or high level of im-
portance on tracking self- progress and higher-order thinking strategies. Si-
milarly, Self-assessment, 4.03, is also not very frequently used, as students do
not engage much in this process. Lastly, Study habit is
the least scored strategy with a mean of 4, being the one strategy, that
students take part in the most. However, as 5 is the maximum score, it is still
not a highly valued strategy and it indicates that while students do engage
with it, they do not partake in it all that often, only in a moderate amount.
Moreover, the standard deviations (SD) for the proposed strategies go
from 0.760 to 0.885, indicating that while there exists a degree of variability
in responses, students, for the most part, have a very consistent perception
regarding their use of self-regulated strategies. For instance, Self-monitoring
(0.760) obtained the lowest SD, which illustrates that students’ responses do
not vary that much and there is a very clear consensus among the use of this
specic strategy. Self-control (0.764), Metacognitive strategies (0.766), and
Self- assessment (0.795) share the three following lowest SDs. Then, the fo-
llowing SDs belong to Goal setting (0.801) and Resource management (0.806).
Lastly, the highest SD is assigned to Study habits (0.885), which indicates a
moderate level of indecisiveness in the responses provided by the students
regarding this strategy.
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Self-regulated strategies and English grammar
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Ultimately, the range of responses that go from 1 (minimum) and 5
(maximum) across all strategies illustrates that respondents used all the op-
tions provided in the Likert scale. Notwithstanding, the mean scores indicate
that the responses leaned towards the higher and more negative options on
the scale. This means that students have a somewhat negative or indecisive
perception of their use of self-regulated strategies.
All in all, the ndings suggest that students do not perceive themselves
as people who frequently implement self-regulated strategies in their lear-
ning process. As it can be appreciated the differences among mean scores are
relatively small with very low SD; however, the slight differences could in-
form students’ preferences regarding the different strategies.
Table 2
Percentage distribution of responses on Self-regulated learning strategies
Self-regulated strategies Strongly
Agree Agree Neutral Disagree Strongly
disagree
Goal-setting 32.4 % 44.6 % 21.6 % 0.5 % 0. 9 %
Self-monitoring 0.5% 0.5% 22.1% 47.4% 29.6%
Self-assessment 0.5% 1.4% 23.0% 45.1% 30.0%
Metacognitive 0.5% 0.5% 22.5% 46.5% 30.0%
Resource management 0.5% 2.8% 15.0% 45.5% 36.2%
Study habits 0.9% 4.2% 20.7% 42.3% 31.9%
Self-control 0.5% 0.5% 18.8% 45.1% 35.2%
Note. The table shows the percentage of responses for each self-regulated
learning strategy evaluated on a ve-point Likert scale: strongly agree, agree,
neutral, disagree, and strongly disagree.
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Self-regulated strategies and English grammar
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Table 2 delves into the percentages obtained by each self-regulated
learning strategy. These percentages indicate the perception students have
regarding the strategies. The
survey used a ve-point Likert scale with responses ranging from stron-
gly agree to strongly disagree.
First and foremost, as can be appreciated in the table, Goal-setting is
the strategy with the most positive responses, with 32.4% strongly agreeing
and 44.6% agreeing. This indicates that students highly value this strategy
and deem it effective for their learning. Then, 21.6% remain neutral, 0.5%
disagree, and 0.9% strongly disagree. This demonstrates a moderate level of
skepticism or doubtfulness from students regarding the use of this specic
strategy.
However, Self-monitoring received signicantly lower levels of agree-
ment. For instance, only 0.5% strongly agree and 0.5% agree. Then, 22.1% re-
main neutral, and the remaining either disagree (47.4%) or strongly disagree
(29.6%). These negative responses by students highlight the fact that stu-
dents do not engage in self-monitoring very often and they do not perceive it
as effective for their learning process.
Furthermore, continuing with Self-assessment, only a small number of
respondents provided positive responses. Specically, 0.5% of respondents
strongly agree, while 1.4% agree. A surprising number of respondents, 23%,
chose to remain neutral. On the other hand, 45.1% disagree, and the remai-
ning 30% strongly disagree. These results suggest that students undervalue
evaluating their progress and reecting on their learning by themselves,
which is an integral aspect of self-regulated learning strategies.
Similarly, Metacognitive strategies also received mostly responses fa-
lling within disagreement options. Particularly, 0.5% of respondents strongly
agree, 0.5% agree, and 22.5% remain neutral. Conversely, a surprising per-
centage of 46.5% disagree and 30% strongly disagree. This suggests that me-
tacognitive strategies are not highly popular among students, whether due to
a lack of knowledge or interest.
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As for Resource management, there is a very slight rise in the agree-
ment categories, although this is minimal. To illustrate, 0.5% strongly agree,
and 2.8% agree. However, fewer students remain neutral, lowering the per-
centage to 15%. Concerning the negative responses, almost half of the stu-
dents, 45.5%, disagree, and the remaining 36.2% strongly disagree. As has
been the trend, the responses inclined more towards negative perceptions,
indicating an estrangement from students regarding this specic self-regu-
lated learning strategy.
Likewise, regarding Study habits, 0.9%strongly agree, 4.2% agree, and
20.7% chose to be neutral with their response. The remaining percentage is
divided into two remaining categories: disagree (42.3%) and strongly disa-
gree (31.9%). This highlights a very high level of skepticism and hesitancy
about the effectiveness of Study habits as a self-regulated strategy that could
potentially enhance students’ learning.
Lastly, Self-control also received answers that strongly lean toward the
more negative responses. For instance, only 1% is equally divided into two ca-
tegories: strongly agree (0.5%) and agree (0.5%). Additionally, 18.8% remain
neutral, 45.1% disagree, and 35.2% strongly disagree with the usage of this
strategy. These results illustrate that students hardly ever engage in Self-con-
trol as a learning strategy, most of them being either doubtful or unconvin-
ced about its value.
Overall, the responses do not change much in each strategy, leaning
more towards the negative responses. As can be seen, very low percentages
fall within the positive options, meaning that students do not frequently en-
gage with self-regulated learning strategies. This could mean that students
do not have the necessary knowledge about the proposed self- regulated lear-
ning strategies, making them ambiguous options in their learning process.
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Self-regulated strategies and English grammar
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3. 2. Achievement Grammar test
This section aligns with the research objective:
To evaluate students’ achievement in English grammar learning by
using the self-regulated learning strategies.
Table 3
Descriptive statistics of the Achievement Grammar test
Final score
N 213
Mean 18.7
Median 20
SD 2.31
Mínimum 7
Maximum 20
Note. Estimates based on the nal score obtained in the Grammar Achieve-
ment Test
Table 3 presents the descriptive statistics derived from the Achieve-
ment Grammar test. This test was scored out of a maximum of 20 points and
was administered to a sample of 213 students. This table is a visual illustra-
tion of students’ overall performance and how their scores are distributed.
The mean score obtained by students on the achievement test is 18.7,
which indicates that students had a very remarkable performance. A fact that
is further supported by the median score of 20, which informs that at least
half of the total number of students obtained the maximum score possible.
This reects a very high level of grammar prociency among a signicant
section of the overall sample.
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Self-regulated strategies and English grammar
learning in online environment 117 - 130
Moreover, even though the minimum score obtained by students in the
sample is 7, the SD of 2.31 indicates that the majority of scores are fairly close
to the mean (18.7). While it is true that the SD indicates a moderate level of va-
riability, it is not overly high and the scores are generally grouped around the
higher end of the spectrum. This also goes in alignment with the maximum
score of 20, which showcases outstanding grammar prociency.
In conclusion, the majority of students performed remarkably well on
the test, as suggested by the high numerical values of the mean, median, and
perfect maximum score. Notwithstanding, the minimum score and the degree
of variability suggest that there are students who struggled with properly
completing the test and might not have as high of a grammar prociency.
Table 4
Achievement Grammar Test Equivalents
Grammar test Frequencies % Total % Accumulated
Excellent (15.1 – 20) 194 91.1 % 91.1 %
Good (10.1 – 15) 14 6.6 % 97.7 %
Regular (5.1 – 10) 5 2.3 % 100.0 %
Table 4 depicts the data distributed across the scale utilized to group
the obtained scores and make a qualitative equivalent. In this case, three ca-
tegories were recognized: Excellent, Good, and Regular. As can be apprecia-
ted, the majority of students, 91.1%, fall within the range assigned to Exce-
llent, so their scores range from 15.1 to 20. This indicates a very high level of
mastery regarding grammar. Additionally, 6.6% of students achieved scores
within the range of 10.1 to 15, which is equivalent to a “Good” rating on the
grammar test. Lastly, a very low percentage of 2.3% obtained scores between
5.1 and 10, being assigned a “Regular” grammar prociency. In summary, whi-
le the majority of students demonstrate high grammar prociency, there is a
small portion of the sample that had either a somewhat satisfactory or poor
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Self-regulated strategies and English grammar
learning in online environment 118 - 130
performance. Therefore, efforts should be placed upon this minority to better
their performances.
Table 5
Descriptive statistics of indicators from Achievement test
N Mean Median SD Minimum Maximum
Verb Tenses 213 3.80 4.00 0.568 0.00 4.00
Sentence Structure 213 3.81 4.00 0.510 1.00 4.00
Word Order 213 3.84 4.00 0.501 1.00 4.00
Subject-Verb Agreement 213 3.63 4.00 0.731 0.00 4.00
Punctuation 213 3.62 4.00 0.735 0.00 4.00
Table 5 provides descriptive statistics for the ve indicators that the
achievement test was divided into: verb tenses, sentence structure, word or-
der, subject-verb agreement, and punctuation. Each indicator is scored out of
4 points and since there are 5 indicators, it equals the 20 points of the overall
test. The test was administered to 213 students.
To start, concerning the mean scores, it can be appreciated that stu-
dents had a very high level of accomplishment across all the indicators, with
mean scores ranging from 3.62 to
3.84. Specically, Word order (3.84) has the highest mean score, indi-
cating that students have minimal problems with this indicator of grammar.
Word order is closely followed by Sentence structure (3.81) and Verb Tenses
(3.8), which means that students have little issues with recognizing proper
sentence structure and the accurate tenses of the verbs.
Then, Subject-Verb Agreement (3.63) and Punctuation (3.62) follow,
and while these obtained the lowest mean scores, students are still highly
procient at recognizing the proper subject-verb agreement and being able
to properly use punctuation marks.
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Self-regulated strategies and English grammar
learning in online environment 119 - 130
Continuing with the median scores, the fact that it is 4 across all aspects
suggests that at least half of the students obtained the perfect score in each
and all indicators. These ndings indicate that the majority of students have
a very high level of grammar prociency. Furthermore, this fact is further
supported by the maximum score which is also 4 across all indicators. This
highlights the fact that students’ scores lean more towards higher grades,
which in turn positively reects on students’ level of grammar prociency.
Additionally, the SDs that range from 0.501 to 0.735, show very minimal
level of variance in the scores obtained. Particularly, Word order (0.501) has
the lowest level of variance, showcasing a more general consensus in the sco-
res obtained. This indicator is closely followed by Sentence Structure (0.510)
and Verb tenses (0.568), which highlight a slightly higher level of variance.
On the other hand, Subject-Verb Agreement (0.731) and Punctuation (0.735)
have the highest levels of variance, meaning that students may have strug-
gled more in these two indicators than in the other three. However, since the
SDs are moderately low, the scores do not change much, and this indicates
that students have an overall good grasp of grammar knowledge.
Lastly, the minimum scores being 0 for Verb Tenses, Subject-Verb
Agreement, and Punctuation, and 1 for Sentence Structure and Word Order,
show that some students do have a very low level of grammar prociency,
albeit very few. Therefore, some emphasis should be placed on these aspects
so that these scores can be made higher. In conclusion, it can be appreciated
that the majority of students have a high level of grammar as perceived by
their remarkable performance on the achievement grammar test. However, a
very minimal portion of the sample still needs to further work on the rene-
ment of their grammar skills.
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Self-regulated strategies and English grammar
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Figure 1
Mean scores across all indicators of the Achievement test
Figure 1 is a visual representation of the mean scores obtained by stu-
dents on the achievement grammar test in each indicator. As can be seen, the-
re are ve general indicators, namely, Verb tenses, Sentence structure, Word
order, Subject-verb agreement, and Punctuation. This gure is presented
with the objective of facilitating understanding.
As it can be easily appreciated, Word order obtained the highest mean
score of 3.84 out of 4 possible points. This is closely followed by Senten-
ce Structure (3.81) and Verb tenses (3.80) which only have a 0.01 difference
among them. Moreover, they are followed by Subject-Verb Agreement with
an average score of 3.63, which also has a difference of 0.01 with the lowest
scoring indicator, Punctuation with 3.62 out of 4.
As these scores are exceptionally remarkable, it can be said that stu-
dents have a very high level of prociency across all the indicators in the
grammar test, with minimal differences. For instance, students have little to
no trouble with effectively arranging words and sentences in a way that is lo-
gical and grammatically correct. Additionally, they can accurately conjugate
verbs and use them in appropriate contexts. Likewise, students are modera-
S
elf-regulated strategies and English grammar learning in
online environment among beginner university students
Figure 1
Mean scores across all indicators of the Achievement test
Figure 1 is a visual representation of the mean scores obtained by students on the
achievement grammar test in each indicator. As can be seen, there are five general
indicators, namely, Verb tenses, Sentence structure, Word order, Subject-verb agreement,
and Punctuation. This figure is presented with the objective of facilitating understanding.
As it can be easily appreciated, Word order obtained the highest mean score of 3.84 out of
4 possible points. This is closely followed by Sentence Structure (3.81) and Verb tenses
(3.80) which only have a 0.01 difference among them. Moreover, they are followed by
Subject-Verb Agreement with an average score of 3.63, which also has a difference of 0.01
with the lowest scoring indicator, Punctuation with 3.62 out of 4.
As these scores are exceptionally remarkable, it can be said that students have a very high
level of proficiency across all the indicators in the grammar test, with minimal differences.
For instance, students have little to no trouble with effectively arranging words and
sentences in a way that is logical and grammatically correct. Additionally, they can
accurately conjugate verbs and use them in appropriate contexts. Likewise, students are
moderately successful at ensuring that the subjects and verbs agree in both number and
person, while also being capable of using the proper punctuation marks to grammatically
enhance their writing. All in all, students are proficient across all the indicators, having high
scores in all of them. Moreover, some indicators are slightly higher than others, which
indicates what are the strengths and weaknesses students have regarding grammar
proficiency.
4. DISCUSSION
Mean scores
3.90
3.85
3.80
3.75
3.70
3.65
3.60
3.55
3.50
3.84
3.80
3.81
3.63
3.62
V
erb
tenses
Sentences Word order 4/4 Subjec-
verb
structure 4/4
P
unctuat
ion 4/4
3.90
3.85
3.80
3.75
3.65
3.60
3.55
3.50
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Self-regulated strategies and English grammar
learning in online environment 121 - 130
tely successful at ensuring that the subjects and verbs agree in both number
and person, while also being capable of using the proper punctuation mar-
ks to grammatically enhance their writing. All in all, students are procient
across all the indicators, having high scores in all of them. Moreover, some
indicators are slightly higher than others, which indicates what are the stren-
gths and weaknesses students have regarding grammar prociency.
4. Discussion
This study addresses the self-regulated learning (SRL) strategies and Engli-
sh grammar learning among beginner university students in an online envi-
ronment. Using a descriptive design and a quantitative approach, the study
aimed to answer these two questions:
1. Which self-regulated learning strategies are most commonly used
by students for learning English grammar?
2. How do self-regulated learning strategies affect students’ achieve-
ment in English grammar?
By addressing these questions, the study provides insights that can
help students to understand the effectiveness of SRL strategies, enhancing
autonomy and improving their language prociency. Likewise, for teachers
and the professional community, this study provides insights that could help
instructional practices, enabling the development of pedagogical strategies
that integrate SRL effectively.
Which self-regulated learning strategies are most commonly used by stu-
dents for learning English grammar?
The results from the Likert Scale Survey revealed that students frequently
use strategies such as goal-setting and resource management, while strategies
like self-monitoring and self-assessment are less used. These results align with
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Self-regulated strategies and English grammar
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the studies by Aliasin et al. (2022) and Chansri (2024), which emphasize the
effectiveness of goal-setting in helping students to stay focused and improve
their academic performance. As Boonlom et al. (2024) stated, students who
set their goals showed effectives learning behaviors and better motivation to
achieve their academic objectives.
However, there is a limited application of certain strategies, such as self-mo-
nitoring and self- assessment, which are important for long-term academic per-
formance. Therefore, this indicates that students prefer to use organizational
strategies over reective practice as Vargas et al. (2018) mentioned. In addi-
tion, considering the research from Pabón and Espinel (2023) identied cha-
llenges in the implementation of self-assessment in higher education, such
as confusion, need for more time and effort, and lack of preparation in both
students and teachers. As a result, these barriers limited the application of
self-monitoring and self-assessment, contributing to the preference for orga-
nizational strategies.
How do self-regulated learning strategies affect students’ achieve-
ment in English grammar?
On the other hand, the results from the Achievement Grammar Test showed
that most of the students had a high level of prociency, with many students
scoring in the “excellent” range. This is related to the research of Wardani et al.
(2023), who identied a positive impact of self-regulated strategies on Engli-
sh grammar learning. However, it is worth mentioning that specic areas,
such as subject-verb agreement and punctuation, showed signicant differences
in scores. This is supported by Schneider and McCoy (1998) who analyzed the
grammatical errors in the students’ writing activities and found that subject-
verb agreement is one of the most problematic areas. Therefore, these n-
dings suggest that while self-regulated strategies are benecial for students
and can enhance English grammar, Wang et al. (2021) suggested, the impact
of SRL may be limited to the grammatical areas that require more attention
or specic instruction.
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Self-regulated strategies and English grammar
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Indeed, there are discrepancies between the use of self-regulated strategies
and the variations in grammar achievement may be attributed to the begin-
ner level of the participants. Zimmerman (2015) argued that beginner stu-
dents often lack the metacognitive skills necessary to implement strategies
such as self-monitoring and self- assessment. Moreover, the online learning en-
vironment may have added additional challenges, as students with limited
prior exposure to digital tools and autonomous learning may struggle to truly
benet from these strategies (Hunutlu, 2023).
This study supports the existing literature that emphasizes the self-re-
gulated strategies for learning English grammar. However, it also highlights
specic problems in how beginner students use these strategies, especially
those related to self-monitoring and self- assessment. These difculties could
be attributed to the limited experience of the participants, which can redu-
ce their ability to engage in self-regulation processes. Additionally, the cha-
llenges within the online learning environment may inuence the student’s
ability to use self-regulated strategies effectively. For instance, socioecono-
mic factors that limit access to language education, inadequate teachers’ ins-
truction, insufcient teacher training, lack of technological sources, and low
levels of language prociency could have shaped students’ perceptions and
behaviors (Newman et al., 2023; Tamayo & Cajas, 2020).
While the ndings provide valuable insights into the impact of self-re-
gulated learning strategies on English grammar learning among beginner
university students, alternative explanations must be considered to unders-
tand some factors that could have inuenced these results. One possible fac-
tor is the inuence of students’ prior educational experiences, since beginner
learners often use strategies that are familiar to them, which may reect the
practices emphasized in the educational settings. Furthermore, the research
by Basántez (2016), revealed that students use strategies they were previously
exposed in their education. This indicates that beginner students use fami-
liar strategies when facing new academic challenges.
Another factor could be the reduced interactions with teachers and
other classmates, this might lead learners to emphasize the usage of strate-
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Self-regulated strategies and English grammar
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gies that do not need external feedback, such as resource management. As
Navas et al. (2024) mentioned, the lack of these interactions may limit the
use of strategies that rely on collaboration and feedback, inclining students
toward the autonomous methods.
In addition, students’ limited exposure to digital tools and autonomous
learning may have reduced their ability to use or engage with other complex
strategies like self-assessment. This nding supports the work of Sui et al.
(2023) who highlighted the importance of technological environments to
promote self-regulated strategies. The researchers found that the usage of
web-based self-assessment tools directly inuences students’ self- regula-
tion.
Moreover, the high level of prociency students demonstrated in the
Grammar Achievement test could be attributed to test-taking motivation or
perhaps external preparation efforts. Nevertheless, the differences in some
grammar indicators such as subject-verb agreement and punctuation may
be related to L1 language transfer, where students apply rules from their rst
language that interfere with English grammar patterns.
Lastly, socioeconomic issues may have inuenced students’ percep-
tions of self-regulated learning. Factors such as limited access to resources,
lack of technology literacy, and other responsibilities like work or fami-
ly commitments could have inuenced the usage of certain self-regulated
strategies over others as suggested by (Newman et al., 2023; Tamayo & Cajas,
2020). These contextual factors highlight the complexity of learning in online
environments and emphasize the need for targeted support to address these
challenges.
Furthermore, this study employs a descriptive design and a quantita-
tive approach to examine the use of self-regulated learning (SRL) strategies
among beginner university students in online environments and their impact
on English grammar learning. As a descriptive study, its scope focuses on ob-
serving and analyzing the frequency of SRL strategies and English grammar
achievement. The focus on beginner students and the online learning context
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provides specic insights into this population, making the results important
for similar educational contexts.
Despite the contributions, there are some limitations in the study. One
limitation is the self-reported nature of the Likert scale survey, which may
introduce bias since students’ responses might not reect the exact use of
self-regulated learning (SRL) strategies. Additionally, the sample was obtai-
ned from a single university in Ecuador, which restricts the generalization of
the ndings to broader populations. Hence, the context of the online learning
environment may have inuenced how students adapted and used SRL stra-
tegies in English grammar learning. Also, the lack of direct teacher interac-
tion and limited guidance within the digital environment could have affected
the results of strategies such as self-monitoring and self-assessment.
On the other hand, the Achievement Grammar Test measures students’
prociency in specic areas of grammar. However, its scope is limited to the-
se indicators, which means it does not provide a comprehensive view of the
student’s overall grammatical abilities. For example, the test might not check
how students apply grammar rules in real-life contexts, such as writing es-
says or engaging in conversations. This narrow focus may ignore important
aspects of the language use that are relevant for practical language compe-
tencies.
Nevertheless, the methodology has some strengths. The use of quan-
titative instruments, such as the Likert Scale Survey and the Achievement
Grammar Test, allowed for an objective evaluation of students’ strategies and
performance, ensuring the data collected was consistent and measurable.
Furthermore, the usage of systematic sampling provided a reliable represen-
tation of the target population, enhancing the credibility of the results. In
conclusion, while the study offers comprehension of the self-regulated lear-
ning strategies and English grammar achievement, addressing these afore-
mentioned limitations in the
future could enhance the application of the ndings, contributing to a
better understanding of the topic.
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5. Conclusions
Beginner university students in an online environment frequently use
goal-setting and resource management as self-regulated learning strategies.
These strategies help students organize their study routine and use the aca-
demic resources to achieve academic success.
The result of the Achievement Grammar Test showed high grammar
prociency among students, with 91.1% achieving excellent scores. Specic
strengths were observed in indicators like word order and sentence structu-
re, demonstrating students’ competence in these areas.
While students showed frequent use of organizational strategies, the
application of self- assessment and self-monitoring was notably limited. This
indicates potential gaps in their approach to evaluating progress and adjus-
ting learning methods.
Despite the high achievement, challenges were identied in specic
areas such as subject- verb agreement and punctuation. These aspects requi-
re additional attention to support students’ comprehensive grammar lear-
ning.
The study shows that students would benet from more support in
using self-regulation strategies like self-assessment and self-monitoring.
Teachers should provide resources or activities that encourage students to
regularly check their progress and modify their learning methods.
6. Author’s contribution
IAMJ: Conceptualization, data collection, analysis of results, discussion
EJCC: Introduction, conclusions, and recommendations.
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