Role of Self-Regulated Learning Strategy in Teaching Tense

Abstract

The present study entitled “Role of Self-regulated Learning Strategy inTeaching Tense” is an attempt to find out the role of self-regulated learningstrategy in teaching tense. In order to achieve this objective, the students ofGrade 9 from one school in Kathmandu were purposively selected. A pre-testwas administered to determine their initial proficiency on using tenses. Thenthey were taught for twenty days adopting self-regulated learning strategy.Four progressive tests were conducted before post-test was administeredwithin the period of teaching. Finally, post-test was administered andrecorded their result of performance. Their scores were recorded, (i.e. pre-test score 13.25 and post-testscore 29.06) analyzed and interpreted to reachthe findings. It was found that self-regulated learning strategy is effective inteaching tense and the classroom environment and role of teacher are factorsaffecting self-regulated learning opportunities. The study consists four chapters along with references and appendices. Thefirst chapter includes general background, review of related literature,objectives of the study and significances of the study. The second chapterdeals with methodology used to carry out research. It encompasses sources ofdata, population of the study, sampling procedures, tools for data collection, processes of data collection and limitations of the study. Chapter threecontains analysis and interpretation of data .The data was analyzed on thebasis of difference among average score in pre-test13.25 and post-test 29.06out of 40. Similarly, chapter four includes major findings andrecommendations of the study.