Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective
Datos Bibliográficos
| ID | 7159124 |
|---|---|
| Autores | Pengzhan Yang (0009-0005-7882-6616, The University of Sydney, autor de correspondencia), Wenqian Huang (0009-0005-7631-8546, The University of Sydney), Huizhong Shen (0000-0003-1335-8477, The University of Sydney), Hui-zhong Shen, Hongzhi Yang (0000-0001-7776-0874, The University of Sydney), Chuan Gao (0000-0002-7106-7777, The University of Sydney) |
| Año | 2025 |
| Volumen | 75 |
| Páginas | 101510 |
| Fecha de publicación | 2025-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of English for Academic Purposes (JOURNAL) |
| Identificadores de la revista | ISSN: 1475-1585 • E-ISSN: 1878-1497 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jeap.2025.101510 |
| OpenAlex | W4409143929 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 39 |
Recently, there has been growing interest in research on learning strategies employed by students to regulate their learning in English medium instruction (EMI) settings. This study examines the self-regulated strategic learning by Chinese university students in an EMI programme over an extended period of time. Data were collected from 262 students through a questionnaire on learning strategies to gauge the way they learn as well as the role of their English proficiency and year of study in their self-regulated learning. Interviews and learning journals were also utilised with nine students to offer in-depth insights into their self-regulation through the lens of sociocultural theory. The findings revealed that students actively adopted metacognitive and cognitive strategies to internalise external mediating resources (e.g., course materials, technology tools) and assistance from peer discussions and teacher instruction. However, participants' less use of social and affective strategies indicated their insufficient socially mediated self-regulation, highlighting the need for scaffolded training to cultivate students' self-regulatory skills. The findings further demonstrated the role of students’ English proficiency and year of study in their self-regulated learning, which has implications for fostering an interactive learning community to facilitate optimal student learning in EMI
English for academic purposes · Linguistics · Mathematics education · Pedagogy · Sociocultural evolution · Sociocultural perspective · Sociology · Anthropology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching · Artificial Intelligence
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Sociocultural Theory and L2
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Case Study Research
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Challenging perspectives
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities
Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes
Academic success in English Medium Instruction programmes in Turkey
Success factors for English as a second language university students’ attainment in academic English language proficiency
The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
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English medium of instruction in science learning
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
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Korean graduate students’ self-perceptions of English skills and needs in an English-medium instruction context
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Roles of Vocabulary Knowledge for Success in English‐Medium Instruction
Meaning-making in English-medium instruction science classroom interaction
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 5 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |