本研究之目的在於探討臺灣藝術相關斜靠學生在自我調節與英語文能力之關條。很多的研究顯示能夠自我調節的學生懂得控制自己，他們的學習表現會比缺乏自我調節能力的學生來得好。藝術相關科系學生在練習自己專業時必須要學會自我調節，例如:舞蹈系的學生必需要控制體重和忍受身體伸展的苦痛。所以藝術相關科系學生在學習英語時自我調節能力為何呢?他們的自我調節能力與學習英語有相關性嗎?本實驗共有四十六位藝術相關斜靠學生參與。他們平均被分為高成就和低成就兩組。實驗結果顯示學生平均分數為212.67，視為低自我調節能力。學生的自我調節能力與學習英語也並顯著性的相關。然而在聽力部分是有顯著性的相關，本研究結果對教導藝術相關科系學生之英文老師提供具體之建議，進而增進英語教學與學習之成效。

The purpose of this study was to investigate the relationship between self-regulatory capabilities and English proficiency levels for arts students. Many studies have proven students who are able to regulate their own learning in facing distractions and difficulties in learning perfonn and learn better than students who lack self-regulatory capabilities. Arts students have to regulate themselves when practicing their professions (e.g. dance majors need to control their weight and endure the pain of body stretches). Therefore, what are arts students' self-regulatory capacities and how are they correlated with their English proficiency levels? A total of forty-six students participated in this study. They were equally divided into two groups: High Proficiency Learners (HPL) and Low Proficiency Learners (LPL). The results show the mean score of self-regulation capabilities for all the participants was 212.67 (SD=15.14), which indicated low self-regulation capacity. The students in the group of High Proficiency Learners (HPL) received a mean score of 212.78 (SD = 17.65), whereas the students from the group of Low Proficiency Learners (LPL) obtained a mean score of 211.32 (SD = 12.37). When comparing the students' self-regulation capabilities and English proficiency levels with a correlational test, no significant difference was found. However, in the listening comprehension test, a significant correlation was found (r = .319, p = .033 < .05). More qualitative and quantitative data on arts students are needed in further studies to form a pattern of how arts students learn English.