Effects of Intervention on Self-Regulated Learning for Second Language Learners

• In Event: Examining the Synergistic Relationship Between Motivational Variables and Self-Regulated Learning

Abstract

The purposes of the study were to examine the effects of an intervention program on self-regulated learning designed for second language learners. 120 participants who were sophomores majoring in English education were randomly assigned to either the experimental group or control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory process: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The results of the immediate training effects on students' motivational beliefs, strategy use, and academic performance confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting.

Authors

• Lu Yu, University of Arkansas

• Wen-Juo Lo, University of Arkansas