This study set out to investigate the effectiveness of self-regulated learning techniques. With a sample size of twenty students each, a quasi-experimental pre-test post-test control group design was adopted. A self-regulated learning questionnaire was used in addition to students’ marks in essay and writing subjects that were obtained and considered the reference of the academic achievement. The study's pedagogical ramifications were examined. The overall results showed improvement in the students’ self-regulated learning and academic achievement as measured by the study’s instruments. They agree with the studies which refer that students can control their learning behavior through their beliefs and therefore produce positive results. The self-regulated process helps make changes in students’ learning behavior.