Abstract: Self-regulated learning has a positive effect on academic achievement. The purpose of this study was to determine whether there was any significant relationship between self-regulated learning strategies and academic achievement of English. The participants under study were 322 Vietnamese high school students. The data were collected through Motivation Strategies for Learning Questionnaire (MSLQ). Academic achievement data was collected by means of self-report final official score of English. The results showed that there was a positive correlation between self-regulated learning constructs and academic achievement. Moreover, the findings indicated that effort regulation was the dominant self-regulated learning strategy among high, medium and low achievers. Results were discussed in terms of their interpretation and recommendation.