EFL Students’ Collaborative Learning: The Role of Self-Regulated Learning, Motivation, and Teachers’ Support

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Leveraging Peer Relationships and Classroom Dynamics (Table 4)

Abstract

This study used the network perspective to investigate the relationships between EFL students’ self-regulated learning, motivation, and teacher’s support in collaborative learning and how these relationships activate the CL network. Moreover, we aimed to understand the central factors exerting the most and greatest influence on other factors in CL. The main results indicated that EFL students' different SRL strategies, motivational beliefs, and teacher's supports are interconnected and interdependent in the CL context. Among all the relationships, goal setting and planning's relations with anxiety, self-efficacy, and teacher's assessment are particularly imperative for EFL students in CL. Furthermore, SRL plays a central role in the CL network. The estimated network is stable across different sub-samples defined by students’ English language levels.

Authors

• Barry Bai, Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Jing Wang, Zhejiang University

• Jing Li, The Chinese University of Hong Kong

• Jiatong Zhang, The Chinese University of Hong Kong

• Li Wang, Shenzhen Institute of Education Sciences