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Effects of Intervention on Self-Regulated Learning for Second Language Learners

  • Yu Lu

    Yu Lu, Ph.D., is Associate Professor of English at Tianjin Medical University. Her research efforts focus on second language acquisition and foreign language teaching.

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    , Wen-Juo Lo

    Wen-Juo Lo, Ph.D., is Associate Professor in the Educational Statistics and Research Methodology program at the University of Arkansas. His research interests involve methodological issues related to analyses with a focus on psychometric methods.

    and Felicia Lincoln

    Felicia Lincoln, Ph.D., is Associate Professor in Curriculum and Instruction at the University of Arkansas. Her research interests are second language acquisition and educational linguistics.

Published/Copyright: October 17, 2017
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Abstract

The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

About the authors

Yu Lu

Yu Lu, Ph.D., is Associate Professor of English at Tianjin Medical University. Her research efforts focus on second language acquisition and foreign language teaching.

Wen-Juo Lo

Wen-Juo Lo, Ph.D., is Associate Professor in the Educational Statistics and Research Methodology program at the University of Arkansas. His research interests involve methodological issues related to analyses with a focus on psychometric methods.

Felicia Lincoln

Felicia Lincoln, Ph.D., is Associate Professor in Curriculum and Instruction at the University of Arkansas. Her research interests are second language acquisition and educational linguistics.

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Published Online: 2017-10-17
Published in Print: 2017-10-26

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