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The main purpose of this study is to determine whether students‘ use of self-regulated learning strategies has any significant relationship with their level of test-anxiety. Besides, this study aimed to assess the current status of INSTED students‘ level of test anxiety, to evaluate variations of INSTED IIUM students‘ level of test anxiety based on their age, gender, and degree programme, and to assess the extent of use of self-regulated learning strategies among INSTED students. The questionnaire adapted from the Spielberger (1988) Test Anxiety Inventory and Magno (2010) Academic Self-Regulated Learning Scale was distributed to 280 INSTED IIUM students. The data were analyzed using the descriptive, independent t-test analysis, one-way ANOVAs, post-hoc test, and Pearson product-moment correlation. The major finding of the study revealed that: most of the INSTED IIUM students experience a high level of test anxiety; there was a significant mean difference in INSTED IIUM students‘ level of test anxiety between the genders, age groups, and degree programmes; INSTED IIUM students‘ level of test-anxiety was not significantly related to their use of self-regulated learning strategies in general; however, it was significantly correlated with the use of memory strategy and environmental structuring.

Nowadays, self-regulation can be seen as the demanding aspect in enhancing the students’ performance while at the same time, the education also should concern on the cultivation of excellent characters among the students. This study aimed to investigate the relationship between akhlaq self-regulation and academic performance among undergraduate students in International Islamic University Malaysia (IIUM). This study employed a quantitative approach which is correlation design. The sample of the study consisted of 273 undergraduates’ students from Kulliyyah of Education at IIUM Gombak. Quota sampling was used to collect the data and the SPSS software was used in order to analysed the data. The results from this study revealed that majority of KOED undergraduates had a high level of akhlaq self-regulation. Furthermore, the results also showed that the students had a high level of academic performance in term of passive performance. Meanwhile, there was significant difference in akhlaq self-regulation based on gender which implied that the female students possess higher akhlaq self-regulation as compared to male students. Finally, this study revealed that there was significant positive relationship between the level of akhlaq self-regulation and students’ academic performance. The study concludes that the akhlaq self-regulation can promote the excellence in academic performance among the KOED undergraduate students. Even so, there are some parts in akhlaq self-regulation that can be improved and should be taken into consideration for the betterment of students which mostly involved with the personal and social affairs ا

English language learners (ELL) need to learn English to be able to access the academic content. Although ELL may be able to communicate effectively in everyday situations, they may struggle to acquire the language of instruction which impacts their academic performance in the university. Therefore, this study aimed to examine the relationship between Self-regulated learning and language achievement among language learners in a public university in Malaysia and to describe the SRL strategies used by a high achieving English language learner. A mixed method research method was employed. In phase 1, data was collected via the Motivated Strategies for Learning Questionnaire. The population of the study was students from the Center for Languages and Pre-University Academic Development (CELPAD). 220 participants for this study were selected through a randomized sampling method. SPSS software (version 20) was run to analyze the data using descriptive and inferential analysis. The results of the first phase showed that there is a small positive relationship between SRL and language achievement (r= .141). In regard to SRL and demographic variables, the analysis showed no significant differences between gender, English levels, undergraduate and post graduate students, and non-Malaysian and Malaysian students in terms of using SRL. In phase 2, the Self-Regulated Learning Interview Schedule (SRLIS) was used, and a case study design was employed through a semi-structured interview with one 21 years old female who is learning English. Six emergent themes were found: cognitive strategies, cooperation with friends/classmates, communication between student and teacher, using multiple sources, overcoming the difficulties, and seeking help from friends. Further research is recommended in various contexts regarding the phenomenon of SRL.