شبكة المعلومات العربية التربوية

The purposes of this study were 1) to investigate the usage of self-regulated learning strategies among students of Arabic Language as a third language course (AL3) and Intensive Arabic course (IAC) focusing on Arabic oral skills 2) to investigate the differences in the usage of self-regulated learning strategies between these two groups. The sample of this study consisted of 98 students, 59 from AL3 and 39 from IAC. This was a quantitative study and used a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ). The study indicated that 1) nine out of 15 components’ means in self-regulated learning strategies were high, six components were moderate as well as no single component fell in the low group of mean, 2) by using a one-way MANOVA analysis, there were significant differences between students of AL3 and IAC in five components of the self-regulated components. The study suggested that a different approach of teaching should be implemented to each group considering the different levels of self-regulated learning strategies used in their studies. (Published abstract)