It is evident that academic self-management is one of the skills which predict and improve students' academic outcomes. The present study investigated students' academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students' academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students' academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for lifelong learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

This paper aims to clarify the concepts related to the use of social media usage and motivation and their effect on the learning of a new language. They have also investigated the relationship between these variables and determined the influence of motivation and SMU on the academic performance of the students. For this purpose, quantitative survey was employed by distributed questionnaires which adopted from Monachesi et al. (2008) data language technologies for lifelong learning along with the Motivated Strategies for Learning Questionnaires (MSLQ) amongst 317 Arabic learners to six selected universities. They carried out quantitative data analysis by using SPSS and SmartPLS. The finding reported that these learners SMU displayed a significant correlation with motivation. A variation in the results was noted according to the year of study for all the learners. Furthermore, the results indicated that self-efficacy showed a varying effect on the academic performance of the students. The researchers discussed the results related to the learning of a language and the educational practices which were implemented. The results of this study could benefit the instructors, faculty and the student population

Social cognitive theory (SCT) has widely been used in second or foreign language learning. Multiple studies have also verified its importance in language learning. This present study examines the role that SCT plays in assisting the learning of Arabic by analysing the relationships among self-regulated learning strategies (SRLS), social media usage (SMU), and motivations of Arabic learners. A total of 317 university-grade Arabic learners participated in the present study. The self-regulated online learning questionnaire (SOL-Q), a social media usage questionnaire, and the motivated strategies for learning questionnaire (MSLQ) were used to understand the current issues that Arabic learners face. A quantitative analysis of the data revealed that most of the Arabic learners had medium levels of SRLS and SMU and high levels of motivation. Furthermore, SRLS and motivation significantly affected the Grade Point Average (GPA)-based academic achievements of these Arabic learners. The findings of this study verify that SRLS, SMU, and motivation have a triadic reciprocal correlation with SCT in the context of learning the Arabic language.