Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications

Zhang, Ruofei; Zou, Di

doi:10.1080/09588221.2022.2055081

Cited by 28 publications

(14 citation statements)

References 84 publications

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“…Regarding learners' strategies for learning, we found that repeatedly reading and writing characters were the most frequently used strategy, consistent with previous CFL research findings (Sung, 2014;Ye, 2017). This result also aligns with the findings of SRLL studies that rehearsal (i.e., memorizing through repetition) is the most frequently used cognitive strategy (Zhang and Zou, 2022). The least frequently used strategy was associating the pronunciation of the characters with learners' L1 or a language with which they are familiar.…”

Section: Learner Belief and Learning Strategies In L2 Chinese Charact...supporting

confidence: 87%

“…The principles and models of SRL are applied to EFL. Previous studies have delineated the important role of SRLL in English learning and how teachers' instructions foster learners' SRLL (for a review, see Zhang and Zou, 2022). For example, Teng and Zhang (2020) conducted a study on self-regulated writing training for EFL learners in Chinese universities and discovered that teachers' instructions in SRLL facilitated learners' use of SRLL strategies and enhanced learners' self-efficacy.…”

Section: Self-regulated Language Learningmentioning

confidence: 99%

“…Learners' motivational beliefs and learning strategies are considered crucial aspects of SRLL, enhancing learners' learning efficiency. Moreover, studies have established that teachers should give instructions on language knowledge and learning strategies to facilitate learners' SRLL (for a review, see Zhang and Zou, 2022). However, there is little research exploring CFL under the SRLL framework, let alone the learning of Chinese characters.…”

Section: Introductionmentioning

confidence: 99%

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Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

Yu,

Chan

2023

Journal of Chinese Writing Systems

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With the increasing research on self-regulated learning of English as a foreign language, scant attention has been devoted to investigating Chinese as a foreign language (CFL). To partially address this issue, we investigated self-regulated Chinese character learning by alphabetic learners. Using structural equation modeling, we constructed a model of the relationship among teachers’ instructions, learners’ beliefs, and learning strategies based on a survey of 202 CFL learners. The model indicated that teachers’ instructions directly and positively affect learners’ beliefs and learning strategies. However, learners’ beliefs cannot predict what strategies they adopt in character learning. The findings of this study shed light on the effective teaching of Chinese characters to CFL learners. We suggest that in addition to shape-related and pronunciation-related instructions, CFL learners should be provided with more meaning-related instructions and that Chinese character typing should be introduced to facilitate the learners’ use of effective strategies in self-regulated character learning.

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Section: Learner Belief and Learning Strategies In L2 Chinese Charact...supporting

confidence: 87%

Section: Self-regulated Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

Yu,

Chan

2023

Journal of Chinese Writing Systems

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“…In addition, they used reflective-journal writing as a major channel for conversing with the teacher as well as with themselves, implying the dialogic nature of such writing from a sociocultural perspective ( Rassaei, 2015 ). On the whole, we believe this is a positive sign about reflective writing, i.e., that it pushes students both to think critically, and to deal carefully with the feedback they receive ( Thorpe, 2004 ; Ahmed, 2020 ; Sudirman et al, 2021 ) even if they do not fully understand it ( Zhang and Zou, 2022a , 2022b ). At the same time, however, we argue that—given the overall key role of SRL in determining how students initiate, sustain, regulate and monitor their L2 learning ( Dörnyei, 2005 ; Tseng et al, 2006 ), teachers designing guidance for reflective-journal writing should pay special attention to those strategies that were infrequently used by our participants, that is, strategies which learners may be unfamiliar with and unable to use.…”

Section: Discussionmentioning

confidence: 92%

“…To answer our first research question, the second and third authors familiarized themselves with the reflective journal entries by reading them several times prior to coding. The entries were then coded using a combination of top–down and bottom–up approaches and continuously checked against the theoretical framework developed by Teng and Zhang (2016a) and Zhang and Zou (2022a , 2022b) . Every time an act of strategy use was identified in a journal, it would be counted as one time of application for the corresponding strategy (or strategies, as sometimes one act might reflect multiple strategies).…”

Section: Methodsmentioning

confidence: 99%

On a path to becoming more self-regulated: Reflective journals’ impact on Chinese English as a foreign language students’ self-regulated writing strategy use

Zhang

Chieh

et al. 2022

Front. Psychol.

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A number of studies have confirmed the positive effect of writing reflective journals on L2 learning. However, the relationship between writing reflective journals and the use of self-regulated writing strategies remains unclear. To redress this knowledge gap, we assigned 38 Chinese English as a foreign language (EFL) students three journal-writing tasks in which they reflected on their writing processes and explored (1) the types of self-regulated writing strategies and changes to those strategies that the students’ reflective journals documented; (2) how students with varied writing-proficiency levels differed in their use of self-regulated writing strategies; and (3) the effects of reflective-journal writing on students’ self-perceived use of self-regulated writing strategies in particular, and on their L2 writing in general. Among the 19 kinds of strategies identified in 112 reflective-journal entries, only five (i.e., handling feedback, resource management, text processing, emotion regulation, and idea planning) were demonstrated relatively frequently. The use of seven strategies (i.e., self-monitoring and evaluation, idea planning, perspective change, emotional control, effort regulation, peer learning, and resource management) exhibited significant increases over time, especially during the second-half of the focal semester. In addition, our journal data highlighted individual variation in proficiency levels: with high-proficiency students significantly more likely than others to apply idea planning, feedback handling, and resource management and low-proficiency ones significantly more likely than others to engage in goal-setting. The qualitative results suggest that the practice of journaling raised students’ awareness and may have contributed to an increase in their use of self-regulated writing strategies. In particular, the findings reveal how students internalized and reconstructed the various SRL processes taking place via writing reflective journals. For L2 educators using or considering using reflective journals, these findings contain fresh insights that could help them not only to increase their students’ SRL levels, but also to provide more individualized SRL guidance.

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The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices

Brenner

2023

Psychology in the Schools

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Self‐regulated learning (SRL)‐promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL‐promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL.

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Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications

Cited by 28 publications

References 84 publications

Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

On a path to becoming more self-regulated: Reflective journals’ impact on Chinese English as a foreign language students’ self-regulated writing strategy use

The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices

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