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Investigating Chinese College-Level English Learners' Use of Language Learning Strategies From a Self-Regulation Perspective

Thu, April 8, 1:00 to 2:00pm EDT (1:00 to 2:00pm EDT), Division C, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Roundtable Sessions


Self-regulated learning is critical for college students. As one of the key components of self-regulated learning, learners’ choice, and their use of learning strategies play an important role in predicting their learning outcomes. The present study uses the Self-regulated Learning Model to assess language learners’ strategic self-regulated learning. More specifically, the study focuses on Chinese college-level English learners’ use of learning strategies, metacognitive strategies, and resource management as demonstrations of their self-regulatory behavior. It also explores the relationships among students’ English-learning motivations, their use of different types of learning strategies, and their English-learning outcomes (i.e., English course grades). In particular, it investigates the mediation effect of students’ use of language learning strategies on the relationships between their motivations and learning-outcomes.