| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === This study aims to explore the relationships between the students’ self-regulated learning and their English learning achievement. This study also investigate the influences of learner background variables on English self-regulated learning and English learning achievement, and the influences of English self-regulated learning on English learning achievement. The participants were 385 ninth graders of Magong Junior High School in Penghu County. The grades of the school exam were adopted as their English learning achievement. The data were collected through questionnaires and analyzed by descriptive statistics and regression analyses. The results are as follows: (1) The ninth graders of Magong Junior High School regulated their English learning well. The scores of motivation, metacognition and goal-setting were higher than time management. (2) The English learning achievement of ninth graders in Magong Junior High School was above the basic standard. (3) The female ninth graders regulated their English learning better than the males. The female ninth graders’ English learning achievement was higher than the males’. (4) The ninth graders with high level socioeconomic status regulated their English learning better and had better English learning achievement. (5) The higher the ninth graders’ English self-regulated learning, the higher the English learning achievement they reached. According to the results from this study, suggestions were offered for the English teachers’ reference and the future research.
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