Need Assessment for Integrating Self-Regulation Practice in Teaching and Learning of English at Secondary School level in Islamabad, Pakistan.

This research attempts to assess the current knowledge and practices of students and teachers regarding the use of Self-Regulated Learning (SRL) in urban secondary schools of Islamabad. In the context of secondary school English learning, the study specifically examines the use of SRL strategies employed by low-achieving students in their learning endeavours and the role of teachers in promoting SRL among their students. It is a mixed-methods approach that combines qualitative data from structured interviews with quantitative evaluation through a rubric-based scoring system. A total of 40 low-achieving students and 20 English teachers from 10 randomly selected schools participated in the study. The low achievers scored poorly across all six SRL domains, showing significant deficiencies in using SRL strategies. Teacher interviews indicated that while lesson planning was somewhat effective, there were notable gaps in providing guidance for homework and guidance for improving students' performance. These findings emphasise the need for targeted interventions to enhance SRL among low-achieving students and highlight the importance of professional development for teachers to support student self-regulation better. This study calls for comprehensive SRL integration into student learning strategies and teacher training to improve academic outcomes in English learning at the secondary level in Islamabad. [ABSTRACT FROM AUTHOR]