<![CDATA[This study investigates the correlation between learning analytics of students’ formative assessment results and their self-regulation in learning a new language. Employing an explanatory quantitative method, the research surveyed thirty-two students from the English Education Master Program Class A-24 at Universitas Negeri Makassar, who were selected through purposive sampling. Data were collected using a twenty-item questionnaire based on a five-point Likert scale measuring learning analytics of formative assessment results (LAFA) and student self-regulation in language learning (SR). Spearman’s rho correlation analysis revealed a strong and statistically significant positive correlation between the two variables (rs = 0.726, p < 0.001), indicating that students who perceived higher integration of learning analytics in formative assessment also tended to demonstrate stronger self-regulation in language learning. Reliability analysis confirmed the consistency of the instrument, with Cronbach’s alpha values of .868 for LAFA and .798 for SR. The findings suggest that embedding learning analytics in language classes can meaningfully support students in taking greater control of their own learning. Teachers are encouraged to use these tools to provide richer, data-informed feedback and to scaffold students toward becoming more autonomous and self-directed learners.]]>
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