Self-regulated learning and task engagement: a SEM analysis
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Ali Derakhshan
Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of world’s top 2 % of most influential scientists in 2022 and 2023. He has published in accredited international journals, including
Computers and Education ,Review of Educational Research ,Language Teaching Research ,System ,Assessing Writing ,Applied Linguistics Review ,Studies in Second Language Learning and Teaching ,Journal of Multilingual and Multicultural Development ,ELT Journal ,English for Specific Purposes ,International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics ,Thinking Skills and Creativity ,Current Psychology ,Asia Pacific Education Researcher ,European Journal of Education ,Educational Studies ,Pragmatics and Society ,Journal of Psycholinguistic Research ,Porta Linguarum ,Revista Ibérica , etc. His monographThe “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authoredbook Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
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Javad Zare
Javad Zare, Ph.D., is Associate Professor of Applied Linguistics at Kosar University of Bojnord, Bojnord, Iran. His most recent publications have appeared in
Applied Linguistics, System, Language Teaching Research, Journal of Second Language Writing, Computer Assisted Language Learning, Innovation in Language Learning and Teaching, Frontiers in Psychology, Educational Review, British Journal of Psychology, British Journal of Educational Studies, ReCALL, International Journal of Applied Linguistics, Current Psychology, Journal of Pragmatics, Lingua, English for Specific Purposes, Journal of English for Academic Purposes, Discourse Processes, and Text & Talk . His research areas of interest include positive psychology, computer-assisted language learning, task-based language teaching, corpus linguistics, genre analysis, and English for academic purposes.
Abstract
A great wealth of investigation has inspected the psycho-emotional aspects of second/foreign language (L2) learning in the past decades. It has been contended that L2 students need capacities to self-regulate and direct their language-learning journey. To do so, they require different strategies to get involved in their own learning process. A group of such crucial strategies concerns self-regulated learning (SRL), which has been increasingly reported to influence classroom learning and engagement. However, the way SRL strategies correlate and predict task engagement in L2 contexts has remained under-explored. To fill this gap, this study administered two online questionnaires to a sample of 384 English learners to disclose the relationship and predictive power of different components of SRL and task engagement. The results of structural equation modeling (SEM) pointed to positive associations between behavioral engagement and meta-cognitive and meta-affective strategies; emotional engagement and meta-affective strategies; cognitive engagement and meta-cognitive and cognitive strategies; agentic engagement and meta-affective strategies; and social engagement and sociocultural-interactive and meta-sociocultural-interactive strategies. Practical implications for L2 teachers and suggestions for further research are also discussed.
About the authors
Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of world’s top 2 % of most influential scientists in 2022 and 2023. He has published in accredited international journals, including Computers and Education, Review of Educational Research, Language Teaching Research, System, Assessing Writing, Applied Linguistics Review, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, English for Specific Purposes, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Thinking Skills and Creativity, Current Psychology, Asia Pacific Education Researcher, European Journal of Education, Educational Studies, Pragmatics and Society, Journal of Psycholinguistic Research, Porta Linguarum, Revista Ibérica, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authored book Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
Javad Zare, Ph.D., is Associate Professor of Applied Linguistics at Kosar University of Bojnord, Bojnord, Iran. His most recent publications have appeared in Applied Linguistics, System, Language Teaching Research, Journal of Second Language Writing, Computer Assisted Language Learning, Innovation in Language Learning and Teaching, Frontiers in Psychology, Educational Review, British Journal of Psychology, British Journal of Educational Studies, ReCALL, International Journal of Applied Linguistics, Current Psychology, Journal of Pragmatics, Lingua, English for Specific Purposes, Journal of English for Academic Purposes, Discourse Processes, and Text & Talk. His research areas of interest include positive psychology, computer-assisted language learning, task-based language teaching, corpus linguistics, genre analysis, and English for academic purposes.
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Research ethics: Not applicable.
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Informed consent: Informed consent was obtained from all individuals included in this study, or their legal guardians or wards.
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Author contributions: The authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: The authors state no conflict of interest.
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Research funding: None declared.
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Data availability: The raw data can be obtained on request from the corresponding author.
Self-regulated Foreign Language Learning Strategy Questionnaire (Habók and Magyar 2018)
| 1 | 2 | 3 | 4 | 5 |
| Never | Sometimes | Always |
When I learn English, …
Metacognitive
I think of the relationships between what I already know and new things I learn in English.
I first skim an English passage, then go back and read carefully.
I look for opportunities to read as much as possible in English.
I write notes, messages, letters, or reports in English.
I plan my schedule so I will have enough time to study English.
I pay attention when someone is speaking English.
I make summaries of information that I hear or read in English.
I try to find out how to be a better learner of English.
Cognitive
I connect the sound of a new English word and an image or picture of the word to help me remember the word.
I use the English words I know in different ways.
I find the meaning of an English word by dividing it into parts that I understand.
I use new English words in a sentence so I can remember them.
I try to find patterns (grammar) in English.
I try not to translate word for word.
Meta-affective
I notice if I am tense or nervous when I am studying or using English.
I encourage myself as I learn English so that I can learn what I would like.
I read in English as a leisure-time activity.
I organize my English language learning so that I always enjoy doing it.
I plan my English language learning so that I can perform better.
I have more success learning English when I feel like doing it.
I give myself a reward or treat when I do well in English.
I try to relax whenever I feel afraid of using English.
Meta-sociocultural-interactive
I try to learn about English-language cultures and/or other cultures through English.
I look for people I can talk to in English.
I look at English-language TV shows, movies or websites to get to know the cultures of English native speakers and/or other cultures through English.
I choose leisure activities where I encounter English-language cultures and/or other cultures through English as well.
I plan what I want to find out about the cultures of English speakers and/or other cultures through English.
I practice English with my peers.
I look for similarities and differences between my own culture and the cultures of English native speakers and/or other cultures through English.
Getting to know English-language cultures helps me to learn the language.
Sociocultural-interactive
I start conversations in English.
I make up new words in English if I do not know the right ones.
When I speak with highly proficient speakers of English, I think it is important to get acquainted with their culture.
I encourage myself to speak English even when I feel afraid of making a mistake.
Task Engagement Questionnaire
| 1 | 2 | 3 | 4 | 5 |
| Never | Sometimes | Always |
Behavioral engagement
I tried to do more than what was necessary to do the task well.
I did my best to stay focused and avoid distraction.
I spent as much time as necessary to complete the task.
I worked as hard as I could to complete the task.
I tried to actively engage myself in the task.
Emotional engagement
Doing the task was fun.
I felt interested when doing the task.
Doing the task aroused my curiosity.
I felt enjoyable when doing the task.
I felt enthusiastic when doing the task.
Cognitive engagement
During the task, I tried to explain the key concepts in my own words.
During the task, I tried to summarize it in my own words.
During the task, I tried to connect the ideas in the task with what I already know.
When doing the task, I tried to generate examples to help me understand them better.
During the task, I repeated the contents and asked myself questions about them.
Agentic engagement
During the task, I let my teacher know what I needed and wanted.
During the task, I let my teacher know what I was interested in.
During the task, I expressed my preferences and opinions.
During the task, I asked the teacher questions to help me learn.
During the task, when I needed something, I asked the teacher for it.
Social engagement
I asked the teacher to help me do the tasks.
I asked the other students to help me do the tasks.
It was important for me to communicate with the teacher while doing the tasks.
It was important for me to communicate with the other students while doing the tasks.
To make sure I did the exercises correctly, I asked the teacher to give feedback.
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