Polrak, Montha

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Polrak, Montha
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montha.po@kmitl.ac.th

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    Item type:Publication,
    The Relationship between Self-regulated Learning Strategies and English Language Abilities and Knowledge of Undergraduate Students
    (2024-01-01)
    Chansri, Charinee
    ;
    Kedcham, Akadet
    ;
    Polrak, Montha
    This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were 1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and the English Exit Exam (EEE) comprising 80 multiple-choice items, namely, 20 items for the grammar part, 20 items for the reading part, 20 items for the writing part, and 20 items for the language function (speaking) part. Descriptive statistics of frequency, percentage, mean, and standard deviation as well as inferential statistics of Pearson Correlation Coefficient and Multiple Indicators Multiple Causes (MIMIC) Model were utilized to analyze the data gained. The findings reveal the correlation between the participants’ use of self-regulated learning strategies and the overall English language abilities and knowledge as well as the four aspects of them: grammar, reading, writing, and language function (speaking). Besides, the interpretation guessing strategies, the self-evaluation strategies, and the persistence strategies when faced with challenges were positively associated with the English language abilities and knowledge. The findings shed some light on the integration of self-regulated learning strategies into English language courses or curricula.
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    Item type:Publication,
    Metacognitive Learning Strategies and English Language Proficiency of EFL Undergraduate Science Students: The Mediating Role of Self-efficacy
    (2024-07-01)
    Polrak, Montha
    ;
    Kedcham, Akadet
    ;
    Chansri, Charinee
    This research aimed to study a direct positive effect of English self-efficacy on English language proficiency, a positive effect of metacognitive learning strategies on English self-efficacy, and an indirect effect of metacognitive learning strategies on English language proficiency with English self-efficacy as a mediator among 160 EFL undergraduate science students. Three research instruments were employed to collect data, namely, a questionnaire of English self-efficacy, a questionnaire of English self-regulated learning strategies, and an English exit exam. The data were analyzed by means of the structural equation model (SEM) with a second-order confirmatory factor analysis (CFA) using LISREL software. The findings confirmed a direct effect of English self-efficacy on English language proficiency, a positive effect of metacognitive learning strategies on English self-efficacy, and an indirect effect of metacognitive learning strategies on English language proficiency with English self-efficacy playing a mediator role among the participants.