Unveiling the dynamics of self-regulated learning in project-based learning environments

Abstract

Project-based learning (PBL) has been found to exert a positive influence on learners' academic achievements, while also fostering their intrinsic motivation and playing a crucial role in nurturing sustainable learning capacities. Understanding individual differences in self-regulated learning (SRL) within project-based foreign language learning can guide language teachers in delivering personalized instruction. This study utilized a blended learning management system to collect and analyze data on SRL from 95 learners enrolled in a project-based College English course. Through microanalysis, latent profile analysis (LPA), and epistemic network analysis (ENA), the study identified distinct learner profiles and traced their developmental trajectories in project-based language learning. The findings revealed that PBL facilitates the occurrence of SRL behaviors and strengthens connections across different regulation phases. Notably, learners with diverse profiles displayed variations in their SRL epistemic network structures and developmental trajectories. These results highlight the dynamic nature of SRL within the PBL context, underscoring the significance of considering individual differences and supporting learners’ evolving self-regulatory behaviors and strategies throughout their engagement in PBL activities. To enhance SRL in PBL, educators are encouraged to provide scaffolding support, promote help-seeking behaviors, and implement interventions targeting metacognitive processes and reflective practices.