Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Chen, Xiangjing; Wang, Chuang; Kim, Do Hong

doi:10.1002/tesq.540

Cited by 27 publications

(36 citation statements)

References 38 publications

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“…Previous studies examining the relationships between students' SRL strategies and English proficiency have confirmed positive results (e.g., Bai et al, 2014;Seker, 2016). Furthermore, the impacts of SRL strategies were found to be significantly different across different levels of proficiency (Chen et al, 2020); however, a nonsignificant difference was also confirmed by Jeon (2011). Specifically, among the categories of SRL strategies, Goal Setting and Planning was reported as a motivation tool triggering effort to do self-regulated learning by students (Cheung, 2004).…”

Section: Self-regulated Learning (Srl) Strategiesmentioning

confidence: 59%

“…At this point, B2 students involved in this study might have had their own personal reasons for not lowering their use of self-regulated learning strategies, and personal English learning experiences might have motivated the students to maintain frequent use of SRL strategies in their English learning. Chen et al (2020) highlighted that students might apply different frequency use and a variety of SRL strategies because they were aware of their weaknesses and strengths. Nevertheless, it is worth pointing out that only a few students managed to be at the B2 level, which is a common condition for university students in Thailand.…”

Section: Discussionmentioning

confidence: 99%

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The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Apridayani

Teo

2021

SiELE

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This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

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Section: Self-regulated Learning (Srl) Strategiesmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 99%

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Apridayani

Teo

2021

SiELE

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“…The positive correlation between SRL strategy use and English proficiency or language-related performance has long been established in language research for diverse learners from elementary and secondary school (e.g., Perry, 1998;Dent and Koenka, 2016;Bai and Guo, 2018;Chu et al, 2020) to college and university (e.g., Chen et al, 2020;Sun and Wang, 2020;Wang et al, 2013). SRL strategies also have overall positive impacts on learning motivation (e.g., De Boer et al, 2018).…”

Section: Self-regulated Learning In English Grammar Learningmentioning

confidence: 99%

“…While Dörnyei (2005) and Tseng et al (2006) put forward that self-regulation questionnaire had more psychometric soundness than traditional language learning strategy instruments, Oxford (2016b) and Rose et al (2018) contend that researchers should not be bound to only learner strategy or self-regulation frameworks but instead combine these two frameworks to paint a clearer picture of L2 strategic learning. However, recent attention has been drawn to designing strategy inventories to assess EFL learners' selfregulation in learning English in general (e.g., Chen et al, 2020;Tragant et al, 2013;Wang et al, 2013), and language aspects such as writing (e.g., Zhang and Qin, 2018) and reading (e.g., Zhang, 2001).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

Truong

2022

Front. Educ.

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The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.

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“…Attention to the social dimensions of writers’ strategic behaviors emerged in the 1990s and 2000s, exemplified by a handful of significant studies (e.g., Cumming, 2006a; Leki, 1995; Riazi, 1997; Sasaki, 2007), all of which, in their own ways, aim to understand multilingual writers’ actions in relation to social and institutional contexts. However, the cognitive paradigm has remained dominant, as seen in the growing number of studies today employing the Self‐Regulated Learning (SRL) model (Chen et al., 2020; Csizér, K., & Tankó, 2015; Teng & Zhang, 2020). While these and other SRL studies do attend to contextual factors—such as task demands and the learning environment—the key emphasis is on cognitive processes by which L2 writers achieve self‐regulation.…”

mentioning

confidence: 99%

Writing Strategies as Acts of Identity

Schneider

2021

TESOL Quarterly

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Working within the framework of language learner strategies, and more specifically strategies employed by L2 writers, this article presents findings from a qualitative, longitudinal study of seven international college students in the United States. On the basis of data comprising 54 interviews with the students over a period of four years, and over 100 samples of their written work, three questions are addressed: 1) What strategies did the students use to achieve writing success within their academic discourse community? 2) How did the writers’ decisions to employ specific strategies reflect academic and other goals? 3) How did the students’ uses of strategies over time reflect their evolving identities? Findings indicate that the students all used diverse strategic repertoires, and that their implementations of specific actions in specific contexts were reflective of unique goals and aspirations. By highlighting links among strategies, goals, and identities, this article proposes an understanding of advanced EAL writers as nimble, self‐aware actors whose approaches to composing indicate not only their interests in developing new competencies in English, but also their desires to construct future selves.

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Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Cited by 27 publications

References 38 publications

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

Writing Strategies as Acts of Identity

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