Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL Students’ motivation, strategic competence and English proficiency: A mixed methods study
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Self‐regulated learning (SRL) is considered a critical competence for lifelong learning that requires explicit instruction and consistent practice, especially for college students. Despite the abundant intervention studies on the role of SRL in students’ academic performance in the Western world, very little is known in China in English as a foreign language (EFL). To address this issue, the current study utilised a mixed‐methods approach to investigating the effectiveness of self‐regulated language learning intervention (devised using Zimmerman's cyclical phase model of SRL) on Chinese EFL learners. One hundred sophomores from two intact classes were recruited to either an experimental or a control group and evaluated at pre‐, mid‐ and post‐tests for motivation, strategic competence and English proficiency. After the post‐test, 30 students were selected to accomplish follow‐up semi‐structured interviews. The quantitative results revealed a significant increase for the experimental group for the three assessed variables in comparison with the control at the post‐test. In addition, the qualitative results were employed to explore the diverse differences between the high and low achievers and the perceived variances after the intervention, which provided comprehensive knowledge of the SRL foreign language acquisition. Meanwhile, the limitations and the theoretical and pedagogical implications were further discussed.
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The use of a mixed-methods approach enabled the combination of the strengths of both quantitative and qualitative methods throughout the research process while minimising potential limitations.
“The use of a mixed-methods approach enabled the combination of the strengths of both quantitative and qualitative methods throughout the research process while minimising potential limitations.”
From Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency (2026) · cites this paper as Yang et al., 2024
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- Authors
- Yang, T., Wang, Y., & Yang, C.
- Affiliations
- Preparatory School Yunnan Minzu University Kunming Yunnan Province China
- Yunnan Normal University (CN)
- City University Malaysia (MY)
- Corresponding author
- Yang, Chunli
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2024-08-18
- Volume
- 51
- Issue
- 1
- Pages
- 4-24
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W4401683071
- Cited by
- 11
- References
- 59
- Citations by year
- 2026: 9 · 2025: 2
- FWCI
- 17.30
- Type
- journal article
- Language
- en
- Update notices
- correction (2026-10-01)
- Open access
- bronze
- doi.org
- Licence
- Locations
- British Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- student self-regulation, EFL learners, Chinese students, student motivation, strategic competence, English proficiency, foreign language acquisition, high and low achievers, university students
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