The role of classroom relationships in achievement goals and self-regulated learning strategy use for Hong Kong primary school students

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.

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

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.

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

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

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.

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.

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 study of self-regulated learning strategies as predictors of critical reading

Students’ engagement in class stems from academic and social motivations, which can be expressed through their academic and social achievement goals. Using a person-centered approach, we investigated the configurations of academic and social achievement goals and their relevance for aspects of students’ academic (achievement, self-concept, goal structures) and social life (bullying, belonging). We relied on data from 1,759 Austrian secondary students. Latent profile analyses based on the students’ academic mastery, performance-approach, and performance-avoidance goals as well as social development, social demonstration-approach, and social demonstration-avoidance goals were conducted. Relations to aspects of students’ social and academic life were investigated through structural equation modeling. We identified five profiles that were each differentially associated with these variables: (a) weak pursuit of all goals, (b) strong mastery and development but weak performance and demonstration goals, (c) strong mastery and development but moderate performance and demonstration goals, (d) strong mastery and strong performance goals paired with strong social development, demonstration-approach, and demonstration-avoidance goals. Findings from additional variable-centered analyses indicated that while profile analyses are helpful to explain how academic and social goals are combined within individuals, researchers primarily interested in explaining differences in students’ academic and social functioning might derive clearer results through variable-centered approaches.

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.

This study investigated the influences of the use of self-regulated learning (SRL) strategies on students’ self-efficacy in English writing. A total of 155 fourth graders from 1 government-funded primary school in Hong Kong completed a questionnaire on SRL strategy use and a questionnaire on self-efficacy in English writing. The students used planning strategies more frequently than the other strategy types (e.g., text generating). They had a higher level of self-efficacy in content than in the other aspects (e.g., language and grammar). The students with more SRL strategy use reported a higher level of self-efficacy. The use of SRL strategies had significant and positive relationships with the students’ self-efficacy. In particular, the use of planning and self-monitoring strategies had the strongest correlations with self-efficacy. This study opens a new window to understanding how students’ self-efficacy in English writing develops as a result of their SRL strategy use. We discuss practical implications for English as a second language/English as a foreign language classroom instruction.

Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

Objective: This study investigated the self-regulated learning (SRL) strategies employed by high school EFL learners in the Asian high school context and the associations between SRL strategies and their academic achievements. Methods: A total of 6 students in Taiwan region with different academic performances participated in this study to elicit their self-learning experiences and self-regulated strategy use. The data were analyzed using the grounded theory approach by undergoing three stages: open, axial, and selective coding. The comparisons among the data and categories were repeated until no new properties or relationships emerged during the analysis, ensuring theoretical saturation. In the final selective coding stage, two themes emerged from the data sets: (1) degree of teacher directing (2) higher and lower achievers’ SRL strategies use. Results: With different degrees of teacher directing, the pattern of using SRL strategies between higher and lower achievers was revealed. Higher achievers were found to be more autonomous in adopting SRL strategies. Although lower achievers also adopt some SRL strategies, they tend to use surface cognitive strategies, including repetitive rehearsal and rote memorization, instead of deep ones, such as elaboration and organization.Furthermore, in terms of self-consequence, the result also showed that only higher achievers would reward themselves after accomplishing a certain goal and resume their learning. As for low achievers, they tend to give up learning and lose motivation after rewarding themselves. Conclusion: The findings showed that EFL participants’ SRL strategy use varied in response to the self-learning context. Pedagogical implications for future research and how EFL teachers can promote students’ SRL strategy use and English teacher training are discussed.

Oftentimes learners are unable to engage in effective self-regulated learning (SRL) strategies while learning about complex topics. To combat this, intelligent tutoring systems (ITSs) incorporate pedagogical agents to guide learners in understanding how to engage in several SRL strategies effectively and efficiently throughout learning. To identify how ITSs can best support learners’ SRL strategy usage, data from 105 undergraduate students across several North American public universities were collected as they learned with MetaTutor, a hypermedia-based ITS about the human circulatory system. Participants were randomly assigned to two conditions – a prompt and feedback condition in which pedagogical agents prompted learners to engage in specific cognitive and metacognitive SRL strategies and provided feedback to performance in addition to learners’ self-initiated SRL strategy usage, and the control condition in which learners were not prompted nor were provided feedback on their performance of self-initiated SRL strategies. Results found that learners receiving external support from pedagogical agents had greater learning gains and deployed a greater number of both cognitive and metacognitive SRL strategies than learners who only self-initiated strategies. While probabilities obtained from a Markov model did not find differences between conditions in learners’ sequential transitions between SRL strategies, metrics from auto-recurrence quantification analysis found that learners receiving external support enacted less repetitive interactions of SRL strategies throughout their entire time interacting with MetaTutor. Implications of these results encourage the use of pedagogical agents in prompting more novel SRL strategies to increase learning within ITSs.KeywordsSelf-regulated learningPedagogical agentsIntelligent tutoring systemsAuto-recurrence quantification analysis