Self-Regulation of Learning and EFL Learners’ Hope and Joy: A Review of Literature

Abstract

One of the new structures of positive psychology that has received special attention is academic self-regulation. It involves controlling one’s behavior, emotions, and thoughts to reach a long-term purpose. Learning how to self-regulate is an important skill that language learners learn both for emotional maturity and later social connections. There are various emotional factors that might be associated with the notion of self-regulation. Hope and joy are among the emotional factors that might influence language learners’ self-regulation; therefore, this literature review addresses the state of academic self-regulation in relationship with hope and joy. Reviewing the literature demonstrated that hope and joy affect language learners’ self-regulation. Hope and joy increase vitality, health, life satisfaction, and promote psychological wellbeing in EFL learners. They influence mental and physical health that is positively correlated with various scales, such as mental health, positive mood, avoidance of stressful life events, vitality and happiness in life, and problem-solving skill. The findings revealed that self-regulation in language learners depends on various demographic and educational factors that can improve learner’ language performance, mental health, and vitality of language learners. Curriculum designers and language teachers need to focus the findings of the current study on creating a more adequate and efficient language teaching environment.

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

“…Other systematic reviews go along the same lines, and in the same journal and section Frontiers in Psychology . For example, Dickson and Schubert ( 2020 ) and Liu et al ( 2022 ) found only six studies in a review of great interest; the study by Nguyen et al ( 2021 ) identified 18 eligible articles; Shou et al ( 2022 ) with 12 studies included; or Tarchi et al ( 2021 ); Huang ( 2022 ) found seven studies for quantitative analysis and eight for indirect evidence; Coxen et al ( 2021 ) with 21 articles included in the focal analyzes of the systematic review. The number of studies to be representative is not defined by the number but by the existence of such studies.…”

Modeling the Contribution of Anxiety, Enjoyment, and Classroom Environment to Boredom among Students of English as a Foreign Language Students

“…In light of the seminal research conducted by Dewaele and MacIntyre (2014), which pioneered the examination of both positive and negative emotions, a subsequent proliferation of empirical studies on emotions in the field of second language acquisition (SLA) has occurred. This body of research includes positive emotions, particularly enjoyment, joy, and hope (Dewaele, Botes, & Greiff, 2023;Huang, 2022;Johnson, 2019;MacIntyre, Mercer, Gregersen, & Hay, 2022;Zhao, 2023), along with negative emotions such as anxiety, anger, distress, sadness, and shame (Teimouri, Goetze, & Plonsky, 2019). However, other emotions commonly experienced by learners, such as foreign language learning boredom (FLLB), have received less attention in the literature and remain underexplored (Li, 2022;Li & Dewaele, 2020;Li & Wei, 2022;Zhao & Wang, 2023).…”

Variables of Self-Regulated Learning as Predictors of Academic Achievement

“…Various studies have reported that self-regulation plays important role in learning, for example learning the second language (Khodarahmi & Zarrinabadi, 2016;Alzubaidi, Aldridge & Khine, 2016;Huang, 2022;Wijaya & Setiawan, 2021), mathematical problems (Perels, Dignath & Schmitz, 2009;Labuhn, Zimmerman & Hasselhorn, 2010), science (Li, Zheng, Liang, Zhang & Tsai, 2016), and medical education (Siddaiah-Subramanya, Nyandowe & Zubair, 2017). Thus, self-regulation in learning will influence academic achievement (Schapiro & Livingston, 2000;de Acedo Lizarraga, Ugarte, et al, 2003;Vermunt, 2005;Labuhn, Zimmerman & Hasselhorn, 2010), and professional career (Endedijk, Referring to the previous explanations, then the issue to be raised in this study was what variables of self-regulated learning that support students' academic achievement.…”