Deep Learning Self-Regulation Strategies of Indonesian Learners of English as a Foreign Language

Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing

This study aimed to understand the relations between English as a foreign language (EFL) students’ classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students’ SRL strategy use. In addition, some of these associations were fully mediated by emotions, and some were not. Specifically, both teacher-student relationships and peer relationships were related to students’ emotions (i.e., enjoyment, hope, boredom, empathy, and gratitude) and in turn contributed to their use of SRL strategies (i.e., using prior knowledge and monitoring). However, both teacher-student relationships and peer relationships were directly related to students’ use of SRL strategies (i.e., contextual regulation and evaluation), without the mediation of emotions. Although it was found that the predictive power of teacher-student relationships was more substantial than peer relationships in emotions and SRL strategy use, both types of classroom relationships demonstrated unique and significant functions. Implications for constructing a caring and supportive classroom culture and enhancing EFL students' SRL strategy use are discussed.

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-regulators with the highest levels of cognitive, metacognitive, and motivational components of SRL reported the highest levels of self-efficacy, followed by the moderate strategists; EFL learners with the lowest levels on the main SRL components reported the lowest writing self-efficacy score. Learners of different profiles differed significantly in a writing performance test with the efficacious self-regulators outperforming the other two profiles. Implications for self-regulated language learning and L2 writing instruction are discussed.

The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios — a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth — while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants’ values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value.

While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.

This study investigated the relationships between struggling writers’ motivation (i.e., interest, self-efficacy, and growth mindset) and their use of self-regulated learning (SRL) strategies (i.e., planning, text-generating, self-monitoring, and collaborative learning) and writing competence in an English as a foreign language (EFL) context. Participants were 368 primary students in Hong Kong who scored 15 or less out of 48 marks in a writing test. They reported a generally moderate level of motivation and lower medium level of SRL strategy use. Especially, the participants reported a low level of interest. Results of structural equation modelling (SEM) suggested that growth mindset had the strongest positive correlations with the struggling EFL writers’ use of SRL strategies. Both self-efficacy and interest also had positive correlations with the students’ SRL strategy use, but only self-efficacy had significant and positive relations with their writing competence. Implications for English teachers to improve instruction for struggling EFL writers’ in order to promote their motivation and SRL strategy use are provided and suggestions for future research are also discussed.

A Discursive Lens on English Language Teaching and Learning in Saudi Arabia

Purpose This study aimed to investigate how different types of teachers’ support are associated with students’ self-regulated learning (SRL) strategy use in English as a second language (ESL) collaborative learning and the mediating role of motivation in these relationships. Design A cross-sectional survey design was adopted to examine the relationships among the variables. Using convenience sampling, the study involved 386 fourth- and fifth-grade students from Hong Kong primary schools. Questionnaires were administered to measure students’ perceived teachers’ support, SRL strategy use, and motivation in ESL collaborative learning. Structural equation modeling and bootstrapping analysis were employed to assess the total, direct and indirect associations between teachers’ support and SRL strategy use. Findings The model demonstrated a good fit to the data. Informational support was directly and indirectly associated with goal-setting and planning through self-efficacy. In contrast, instrumental support showed a negative association with goal-setting and planning. Emotional support was positively related to behavioral regulation and self-evaluation. Appraisal support was positively linked to goal-setting and planning, monitoring, behavioral regulation and self-evaluation, both directly and indirectly through self-efficacy and anxiety. Originality/Value The findings confirmed distinct associations of multifaceted teachers’ support with students’ SRL strategy use, with motivation as a mediator, providing insights for instructional optimization.

Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL learners took part in a semi-structured interview first. Then, based on their responses to the interview questions and a comprehensive review of the literature, a questionnaire was developed and validated to investigate EFL learners’ and teachers’ perspectives on different aspects of English homework. The questionnaire was finally completed by 283 EFL learners and 46 English teachers from two famous English institutions in Iran. Results revealed that English homework can help EFL learners with their language learning apart from enabling them to improve their reading, writing, vocabulary, and grammar. However, the homework assignments that are currently being used are not very interesting and do not help EFL learners improve all their English skills. The majority of EFL learners usually finish their homework in a hurry just before class begins; others do not spend the time that their teachers require them to spend on doing homework. English teachers should, therefore, design homework based on their students’ needs and interests as well as resort to employing modern opportunities such as online resources and self-access centers.

This study reported on the use of self-regulated learning (SRL) strategies of Thailand EFL students, in relationship with students’ English proficiency in CEFR levels. It involved 152 second-year undergraduate non-English major students (19.7% male, 78.3% female) at a university in Thailand. First, the students took an English proficiency test assessing listening, reading, writing, and speaking skills framed by the Common European Framework of Reference (CEFR) for Languages; then, they completed a set of surveys focusing on the use of SRL strategies in English learning. The collected data was analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation. The results revealed that the most-used strategy by A1, A2, B1, and B2 students was Goal Setting and Planning. A little significant difference in SRL strategies use between A1 and A2 students was observed. However, significant differences in the use of SRL strategies were observed between A1 and A2 groups and the B2 group. This study barely confirmed significant differences between the B1 group and the groups at A1, A2, and B2 levels in the use of SRL strategies. Lastly, a negative significant relationship was established between the use of students’ SRL strategies and their English proficiency. Some recommendations for future studies are suggested in this study

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

BackgroundWhile self‐regulated learning (SRL) strategy‐based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy‐based writing instruction, despite the availability of various online platforms.ObjectivesThis study proposed an SRL strategy‐based instruction for technology‐assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self‐efficacy beliefs and perceived acceptance of technology.MethodsThe research design used was a pre‐experimental pre‐test, post‐test and delayed post‐test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8‐week period, these students received SRL strategy‐based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self‐efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post‐hoc tests, and examination of the effect sizes.Results and ConclusionThe results showed statistically significant improvements in students' writing performance, SRL strategy use, self‐efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology‐enhanced writing environment.

Technologies set the path for the development of numerous areas including education where it is reflected in the emergence of new educational settings. These include online classes, blended learning, massive open online courses (MOOCs) and though their online component is different they are all web-based which provides learners with a certain extent of flexibility. However, to facilitate the online learning process, including second language acquisition, and to ensure its effectiveness learners should be highly self-regulated. Thus, the present study explores how English as a foreign language (EFL) students apply self-regulated learning (SRL) strategies in online setting and how they adapt their choice of these strategies depending on the educational setting. To identify SRL strategies 198 full-time and part-time university students learning English as a foreign language online passed Motivated Strategies for Learning questionnare (MSLQ). For the purpose of the present study only the Learning Strategies section of the questionnaire was used. A separate part included questions connected with the shifts in SRL startegies use resulting from the change in educational setting particularly when switching from classroom to online context. The results showed that EFL learners reported high on using the strategies for managing time and study environment, effort regulation, metacognitive self-regulation and critical thinking. Besides the data that were obtained from the additional set of questions revealed a positive dynamic in the use of time and effort regulation as well as organization and elaboration after switching to online learning. The results of the study may be used to optimize online language course instruction.