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

• In Event: Advancing Educational Equity: Serving Second-Language Learners

Abstract

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.

Authors

• Yanyu Pan, Florida State University

• Jeannine E. Turner, Florida State University