Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong

Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19

“…The literature has given significant attention to the impact of individual differences on the employment of SRL strategies in L2 learning, but insufficient attention to the application of SRL strategy in English writing (Bai & Guo, 2018 ). The available research on L2 writing has been mainly devoted to the relationship between SRL writing strategies and writing performance (Palermo & Thomson, 2018 ), motivation (Teng & Zhang, 2016 ), and self-efficacy (Bai & Guo, 2018 ).…”

“…The literature has given significant attention to the impact of individual differences on the employment of SRL strategies in L2 learning, but insufficient attention to the application of SRL strategy in English writing (Bai & Guo, 2018 ). The available research on L2 writing has been mainly devoted to the relationship between SRL writing strategies and writing performance (Palermo & Thomson, 2018 ), motivation (Teng & Zhang, 2016 ), and self-efficacy (Bai & Guo, 2018 ). Empirical studies related to feedback orientation and self-regulated learning have shown that learners’ perceptions of the writing feedback they obtain from course instructors in university settings mediates the effect of writing self-efficacy on writing self-regulation aptitude (Ekholm et al 2015 ).…”

Game-based self-regulated language learning: Theoretical analysis and bibliometrics

“…The effectiveness of SRLL may be attributed to the enhanced learner self-efficacy, motivation, and autonomy in this learning approach [ 10 , 11 , 47 ]. Empirical evidence was found in [ 10 ], which identified the positive effects of students’ use of self-regulated learning strategies, especially goal setting and planning, on their language learning outcomes. It was explained that by using these strategies, students were more likely to focus on the specific goals and sub-goals of their learning, foresee their whole learning process, and mentally attend to the specific steps required to reach the goals.…”

“…The learners’ raised motivation and self-efficacy would in turn lead to their increased effort for SRLL to control and optimise their learning by proactively performing self-regulated learning strategies [ 47 , 48 ]. Effective self-regulated learning enables learners to be more self-efficacious about the target language and language learning activities, resulting in satisfying learning outcomes [ 10 , 11 ]. Additionally, the implementation of SRLL affords the learners with higher levels of autonomy in learning, encouraging them to implement GBLL more efficiently and participate in GBLL-related activities more actively, which may further enhance the effectiveness of GBLL.…”

“…Compared to the aforementioned types of technology, little research has been conducted on the integration of game mechanics into SRLL, that is game-based self-regulated language learning (hereinafter, GBSRLL). As an interdisciplinary field between game-based language learning (hereinafter, GBLL) and SRLL, however, GBSRLL may be highly potential for future research on language education, considering the positive correlations of GBLL and SRLL with learners' motivation and self-efficacy at the theoretical level [10][11][12][13] and the probable supportiveness of game mechanics [14] for various phases and strategies of self-regulated learning at the practical level [15,16]. Recently, increasingly more researchers have demonstrated their interest in GBSRLL and reported its effectiveness (e.g., [5,12]).…”