Self-Regulated Language Learning Strategies and Task Engagement in Second Language Acquisition of Students in Public Secondary Schools
Phoebe Ann Torrejos, Josephine Baguio
Received: 01 May 2026; Revised: 25 May 2026; Accepted: 02 June 2026; Published: 05 June 2026
DOI: https://doi.org/10.66074/PSY77U99I8
Abstract
This study examined how self-regulated language learning strategies influence task engagement in additional language acquisition among junior high school students in public secondary schools in Tugbok District, Division of Davao City. Anchored on self-regulated learning, sociocultural perspectives, and student engagement models, the study used a quantitative descriptive-correlational design. Adapted survey questionnaires assessed self-regulated language learning strategies in terms of metacognitive, cognitive, meta-affective, meta-sociocultural-interactive, and sociocultural-interactive strategies, and task engagement in terms of behavioral, emotional, cognitive, agentic, and social engagement. Findings showed moderate overall use of self-regulated language learning strategies, with metacognitive strategies rated highest. Task engagement was also moderate overall, with behavioral engagement rated highest and agentic engagement lowest. Correlation analysis revealed a strong positive relationship between self-regulated language learning strategies and task engagement. Regression results indicated that all strategy domains significantly predicted task engagement, with metacognitive strategies as the strongest predictor. The findings support explicit strategy instruction, guided reflection, emotionally supportive tasks, and socially interactive language activities.
Keywords: engagement, metacognition, regression, self-regulation, strategies
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Special Issue 1, June 2026