This was proposed to investigate the effect of self-regulated learning strategies on students’
motivation for learning English. This was an experimental research. Intact group pretest and
posttest of design was utilized for data collection. Intact groups (experimental and control) of student studying in
eighth class were selected voluntarily. Experimental group was taught with SRL strategies and control group was
taught with traditional strategy. In order to measure students’ motivation to learn English, data was collected at
start and end of the study. Independent sample t-test and paired sample t-test was applied to compare the mean
scores of control group and experimental group. It was found that SRL strategies had no significant effect on
students’ motivation. In the light of above findings, it was recommended for the further research to examine the
effect of SRL strategies on students’ motivation to learn on larger experimental population of various grades.
1-Umm e Habiba Elementary School Teacher,Education Department,Government Girls Elementary School Nawabpura, Lahore, Punjab, Pakistan.2-Tahira Batool Assistant Professor,Research and Evaluation Department,Lahore College for Women University, Lahore, Punjab, Pakistan.3-Sayeda Ayesha Elementary School Teacher,Education Department, City District Girls High School Herbanspura, Lahore, Punjab, Pakistan.