The purpose of this action research was to evaluate the effects of the implementation of blended learning combined with a self-monitoring achievement system on students' self-regulated learning (SRL) skills and academic performance in an eighth-grade English language arts classroom. SRL has been linked to higher academic achievement and success in and out of school. However, many students lack SRL skills, especially at the middle school level. This study addressed three research questions in order to better understand how students' SRL skills and academic performance could be improved: (1) How and in what ways does the implementation of blended learning, combined with a self-monitoring tracking system, impact eighth grade English language arts students' self-regulated learning skills at Branch Middle School?, (2) How and in what ways does the implementation of blended learning, combined with a self-monitoring tracking system, impact eighth grade English language arts students' performance on coursework at Branch Middle School?, and (3) How and in what ways does the implementation of the blended learning intervention, combined with a self-monitoring tracking system, affect students' experiences of learning English language arts content?. This study sought to implement and evaluate an intervention using a researcher-developed Self-Monitoring Tracking System (SMTS) in combination with blended learning in order to improve students' SRL skills and encourage them to perform at higher academic levels. Students tracked their academic performance using the SMTS and were then provided with blended learning intervention time. Study participants were 45 eighth-grade students in an English language arts class within Branch Middle School, in Southeast Minnesota. Quantitative data collection was collected from the Motivated Strategies for Learning Questionnaire, Student Engagement and Experience Inventory, course grades, number of missing assignments, and frequency of reassessment and extension. Qualitative data included focus group interviews and open-ended student responses. Findings revealed that the intervention did not have a positive impact on students' SRL skills. However, the intervention did have a positive impact on students' performance on coursework and their experiences in the class. Answers to the research questions, themes, and the value of the intervention for future use in middle school classrooms is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]