Unraveling the Path to Success
Exploring Self-Regulated Language Learning among Chinese College EFL Learners
Bibliographic Data
| ID | 16913680 |
|---|---|
| Authors | Su Li (0009-0002-7309-2762, Universiti Putra Malaysia, corresponding author), Nooreen Noordin (0000-0002-4970-2682, Universiti Putra Malaysia), Yang Du (0000-0002-1564-1842, Nanyang Institute of Technology), Du Yang |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231218537 |
| OpenAlex | W4389885446 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
Self-regulated language learning (SRLL) plays a crucial role in the language development of Chinese college English as a Foreign Language (EFL) learners. This study presents a systematic literature review aimed at identifying the key variables associated with SRLL among Chinese college EFL learners. By conducting an extensive search of the Web of Science and Scopus databases, 88 relevant research articles were analyzed to gain insights into the effectiveness of SRLL in this context. Through a meticulous analysis of the target articles, this review uncovers the essential variables that shape the landscape of SRLL in the context of China’s tertiary education. To examine the interrelationship among these variables, this study utilized Partial Least Squares Structural Equation Modeling (PLS-SEM) for a comprehensive quantitative analysis. PLS-SEM enables a robust examination of multiple variables simultaneously, making it an ideal statistical technique for analyzing the complex dynamics of SRLL. By identifying the crucial factors that drive the SRLL process, researchers and educators can develop targeted interventions to enhance language learning outcomes among Chinese college EFL learners. Moreover, this research will shed light on the existing gaps in the literature and pave the way for future investigations in areas such as technology-assisted learning, individual differences, and the relationship between self-regulation and language proficiency. By unraveling the complexities of SRLL among Chinese college EFL learners, this study strives to empower educators and researchers with valuable insights to foster successful language acquisition and proficiency
Language acquisition · Language Learning Strategies · Mathematics education · Metacognition · Scopus · Structural equation modeling · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Systematic Reviews in the Social Sciences
Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R
Social Foundations of Thought and Action
The Math and Science Engagement Scales
Attaining Self-Regulation
Literature review as a research methodology
Motivational and self-regulated learning components of classroom academic performance.
Self-regulation and student engagement with feedback
Empowering learners in the second/foreign language classroom
Assessing reading comprehension in CET-4
Individual differences in self-regulated learning profiles of Chinese EFL readers
Creating an effective English-Medium Instruction (EMI) classroom
Chinese university students’ self-regulated writing strategy use and EFL writing performance
Hong Kong primary students’ self-regulated writing strategy use
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
Feedback behaviour and preference in university academic English courses
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
Motivation, strategy, and English as a foreign language vocabulary learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |