The Impact of Self-Regulated Learning Strategies on Academic Achievement and Course Satisfaction in a BL-Based Major English Class

다국어 초록 (Multilingual Abstract)

This study empirically analyzed the impact of university students’ self-regulated learning strategies on academic achievement and course satisfaction in a blended learning (BL) environment for an introductory English linguistics course. Data were collected from 53 students at a university in Seoul who participated in BL-based instruction. The findings revealed that students employed high levels of cognitive and metacognitive strategies, with achievement value and time management emerging as the most prominent motivational and behavioral strategies, respectively. A comparison of groups based on self-regulated learning strategy levels showed significantly higher academic achievement in the high-strategy group. However, no statistically significant differences were found in course satisfaction, as both groups demonstrated high levels of satisfaction. Cognitive strategies strongly influenced academic achievement, but motivational strategies were identified as the most critical factor affecting both academic achievement and course satisfaction. These findings suggest that the effectiveness of cognitive strategies may be limited without adequate motivation or a sense of value, underscoring the importance of motivational strategies. Learning motivation plays a key role in sustaining learning activities and maximizing outcomes in BL environments, where learners must plan and execute self-directed learning flexibly across face-to-face and online settings. The study highlights the importance of instructional designs that strengthen motivational and cogni tive strategies to enhance academic achievement and course satisfaction, providing practical insights for improving learner-centered BL course designs.