Self-Regulated Learning and Language Learning Strategies

Teng, Lin Sophie

doi:10.1007/978-3-030-99520-1_2

Cited by 2 publications

(6 citation statements)

References 57 publications

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“…The other line of recent research has been to explore the relationship between strategic learning and proficiency. A strong link between LLS and academic performance has been reinforced by most of the studies (Bessai, 2018;Teng andZhang, 2018, 2020;Taheri et al, 2019). Bessai (2018) found that more proficient students The study also pointed out the strong correlation between strategy use and LLS use.…”

Section: Research On the Relationship Between Foreign Language Learni...mentioning

confidence: 91%

“…They found that both metacognitive and cognitive strategies directly affected the writing achievement of the learners under examination. They also discovered that motivational regulation showed a weak but direct effect on it, while social behavioral strategies did not reinforce it ( Teng and Zhang, 2018 ; Teng, 2022 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Therefore, self-regulated learning (SRL) has recently gained renewed attention in educational research ( Panadero et al, 2015 ; Panadero, 2017 ; Schunk and Greene, 2018 ; Lin et al, 2021 ; Teng, 2022 ). From the perspective of educational psychology, effective self-regulated learners are individually capable of activating, organizing, managing and self-monitoring their cognitive processes and systematically directing their learning towards their personal goals ( Zimmerman, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

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English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

2022

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The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process.

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Section: Research On the Relationship Between Foreign Language Learni...mentioning

confidence: 91%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

2022

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“…In the research domain of L2 teaching, SRL is seen as one of the most effective tools to cultivate self-regulating learners who are competent enough to set their own learning goals independently and metacognitively monitor their learning progress toward achieving these goals ( Zimmerman, 1986 ; Schunk and Greene, 2018 ; Zhang and Zhang, 2019 ; Teng, 2022 ). Although it is unclear when systematic explorations of SRL began ( Schunk and Greene, 2018 ), it is widely believed that the first papers (e.g., Zimmerman, 1989 ; Pintrich et al, 1993 ) distinguishing SRL from metacognition published in 1980s elicited waves of studies that have explored the concept from diverse theoretical perspectives: social-cognitive, cognitive/metacognitive which is also termed information-processing, developmental, motivation and emotion, and co-regulation and socially shared regulation.…”

Section: Introductionmentioning

confidence: 99%

“…Following the review, we reported our empirical study and discussed its contributions to SRL in relation to L2 speaking and L2 testing before providing some suggestions for future studies of relevance. It has to be pointed out that self-monitoring is the operational form of metacognitive monitoring, or in short terms, monitoring, in SRL and speaking (e.g., Levelt, 1983 , 1989 ; Zimmerman, 2000 ; Kormos, 2006 , 2011 ; Bygate, 2011 ; Schmitz and Perels, 2011 ; Nozari, 2020 ; Teng, 2022 ), and thus, we used “self-monitoring,” “metacognitive monitoring” and “monitoring” interchangeably in this article.…”

Section: Introductionmentioning

confidence: 99%

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

Zhang

Wilson

2023

Front. Psychol.

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Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing.

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Self-Regulated Learning and Language Learning Strategies

Cited by 2 publications

References 57 publications

English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

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