Zhang T. Effects of self-regulation strategies on EFL learners'
language learning motivation, willingness to communication, self-efficacy, and creativity.
BMC Psychol 2024;
12:75. [PMID:
38360709 PMCID:
PMC10870458 DOI:
10.1186/s40359-024-01567-2]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Accepted: 02/01/2024] [Indexed: 02/17/2024] Open
Abstract
This study tried to know how self-regulation strategies (SRS) affected the motivation, self-efficacy, willingness to communicate (WTC), and creativity of Chinese EFL learners as they learned English language. To do this, eighty intermediate EFL students were selected and divided into two groups: experimental and control. Four questionnaires were then used to assess the participants' motivation for language acquisition, WTC, self-efficacy, and creativity prior to the intervention. Subsequently, SRS was used to treat the experimental group (EG), whereas a traditional instruction was given to the control group (CG) without the use of SRSs. Four questionnaires were given again as post-tests following a 15-session treatment to gauge how the treatment affected the students' motivation for language acquisition, WTC, self-efficacy, and creativity. Based on the study's results, the EG considerably outstripped the CG on each of the four post-tests. The findings of this research have some implications for researchers, English teachers, EFL learners, and other stakeholders.
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