Arabic language is an elective subject that is compulsory for religious-oriented students. One way to
master the language by practicing self-regulated learning that can prevent passive behavior among
students. However, it may be difficult to practice it if the school has less suitable facilities, equipment
and environment. In Malaysia, there are several types of schools that require Arabic language. In this
study, self-regulated learning will be compared based on three types of secondary schools namely
National Secondary School (SMK), National Religious Secondary School (SMKA) and State Religious
Secondary School (SMAN). The quantitative approach was used and the Motivated Strategies for
Learning Questionnaire (MSLQ) as an instrument of this study. The data were collected from 542 form
four religious-oriented students in the three types of schools and processed through ANOVA analysis.
Overall, there was no significant difference in students’ self regulated learning and also one of it dimensions; self-regulation according to the type of school, however, the cognitive strategies use
dimension are significantly different. Therefore, stakeholders should pay attention to the provision of
facilities, equipment and environment that can stimulate self-regulated learning among students to
improve Arabic language performance.