Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

Abstract

Self-regulated learning (SRL) is pivotal in second language (L2) learning but is often inadequately addressed in classroom instruction. This qualitative study examines the SRL-promoting strategies employed by English for Specific Purposes (ESP) teachers at a university and a vocational college in China, both of which offer English-medium instruction (EMI) programmes. Grounded in Zimmerman's SRL model, this study employs multiple data sources, including interviews, classroom observations, and teaching materials. Findings reveal that teachers from both settings use a blend of explicit and implicit strategy instruction to foster both cognitive and metacognitive facets of SRL. University teachers integrate strong self-assessment methods, such as peer and teacher feedback, in their teaching. However, gaps in the teachers' conceptual understanding of SRL lead to inconsistent emphasis on various components and phases of SRL. Furthermore, our study identifies several factors, such as student characteristics, teacher knowledge and beliefs, and institutional constraints, that influence these instructional practices. The research stands out for its focus on ESP instruction within a Chinese educational context by juxtaposing two different educational settings. It underscores the need for specialized SRL-focused professional development, especially for vocational teachers, and underscores the importance of bolstering SRL in ESP to facilitate a seamless EMI transition.