Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

Abstract

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.