Abstract
Self-regulated learning is a process that comprises three major phases-planning, monitoring, and evaluation-for emphasizing autonomy and improving students' achievement outcomes. However, there has not been sufficient research to verify its effectiveness in remedial education. In this study, the author attempted to employ self-regulated learning with a class of low English proficiency Japanese first-year university students to examine its validity. The students underwent 24 sessions of planning, monitoring, and evaluating their own learning. The results confirmed the progress of their English learning and their realization that self-regulated learning is an effective method to develop an understanding of what they are learning. Moreover, their self-efficacy significantly improved; specifically, they gained confidence in their English learning.
