Abstract

Chapter 4 focusses on the survey study on motivational-regulation strategies used by Chinese EFL college students. It explored the different types of motivational-regulation strategies used by Chinese EFL college students by collecting large amount of first-hand data. It was found that Chinese college students use a variety of strategies to sustain or increase their motivation in English learning. Eight types of motivational-regulation strategies were identified: interest enhancement; performance self-talk; mastery self-talk; self-reward; negative-based incentive; task-value enhancement; volition control; and self-efficacy enhancement.

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