The purpose of this study is to determine students' levels of self-regulated learning by adjusting Motivated Strategies for Learning Questionnaire (MSLQ) developed by (Pintrich et al., 1993). This study involved 436 undergraduate students. The validity of instrument used was checked by convergent validity and discriminate validity in Structural Equation Modeling. The reliability of scale was measured by internal consistency analyses whilst students' levels of self-regulated learning detected by descriptive analyses involving percentage, frequency, means, t-tests and standard deviation . As a result it can be concluded that MSLQ is recognized as a valid and reliable scale in order to examine levels of self-regulated learning among university students in Malaysia. Besides, the students' self-regulated learning strategies are found to be generally in the middle range; their highest level of skills being Effort regulation, whereas the lowest skill is Metacognitive strategies. The students' level of self-regulated learning in social sciences faculties was significantly lower than students in science faculties.

Integration of language courseware has been wildly practiced in teaching and learning foreign language. The purpose of this study was to determine the effects of Rosetta stones English Language Courseware (RSELC) on third grade students motivation in five dimensions (intrinsic, extrinsic, self-efficacy, relevance, and anxiety) in public secondary school in Iran. This study utilized a quasi-experimental method using only post-test design which consists of two groups. Control group was taught using traditional instruction and experimental group was taught using educational software, namely RSELC. Both groups consist of 31Iranin secondary school students. In addition, A quantitative analyses revealed that there was significant difference between the groups on the overall motivation in favour of experimental group. Based on obtained results, the current study concluded RSELC that was an effective tool for teaching and learning English language at the third grade secondary school in Iran.

The purpose of this research is to investigate learner motivation and self-regulated learning strategies in learning management system (LMS). The study involved 436 undergraduate students used the LMS system for a few months. A structured equation modeling (SEM) was used for analyzing data in the survey study. Statistical results showed that perceived motivation mediated the effect of LMS quality on students' self-regulated learning strategies. Further, motivation had significant effect on students' usage of metacognitive as well as on resource management of self-regulated learning strategies. Finally, the study proposes a conceptual model to learner self-regulated learning in e-learning environment.