Relevant bibliographies by topics / Self-regulated language learning (SRLL)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-regulated language learning (SRLL)'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Self-regulated language learning (SRLL)"

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Wang, Xing, and Zuwati Hasim. "A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijcallt.345401.

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This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as
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Yen, Thi Hai Pham, Thi Phuong Nguyen Nhung, and Thi Hoang Thu. "The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria - Vung Tau University, Viet Nam." International Journal of Current Science Research and Review 06, no. 04 (2023): 2632–37. https://doi.org/10.5281/zenodo.7862612.

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<strong>ABSTRACTS: </strong>Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. Accordin
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Tuilan, Jeane. "Self-Regulated Learning In Blended Learning Environment." Script Journal: Journal of Linguistics and English Teaching 8, no. 2 (2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.

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Background: &#x0D; As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender.&#x0D; Methodology: &#x0D; The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjust
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Alvandi, Mohammad, Laleh Fakhraee Faruji, and Masoomeh Salehi. "Relationship among EFL Learners’ Self-Regulated Learning Strategy Use, Speaking Anxiety and Speaking Strategy Use." International Journal of Instruction 18, no. 1 (2025): 379–96. https://doi.org/10.29333/iji.2025.18121a.

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The present study aimed to investigate the relationship between EFL learners’ use of self-regulated learning strategies (SRLS) with their speaking anxiety and speaking strategy use. To do so, the 70 Iranian male and female EFL learners were selected based on convenience sampling procedure from National Language Institute in Tehran. Three measurement instruments including self-regulated strategy use, Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) questionnaire; Foreign Language Speaking Anxiety Scale (FLSAS), and Questionnaire of Speaking Strategy Use by EFL Learners
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Mahmoodi, Mohammad Hadi, Behrooz Kalantari, and Rozhin Ghaslani. "Self-Regulated Learning (SRL), Motivation and Language Achievement of Iranian EFL Learners." Procedia - Social and Behavioral Sciences 98 (May 2014): 1062–68. http://dx.doi.org/10.1016/j.sbspro.2014.03.517.

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Imani, Cahyaning, Ive Emaliana, and Sumyarto Sumyarto. "SRL In Elementary School Students’ English Language Learning: A Case Study." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (2021): 310–18. http://dx.doi.org/10.24256/ideas.v9i2.2289.

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Elementary education is one of the levels of education in which students’ abilities, including attitudes, knowledge, and skill are developed through a series of learning activities undertaken. Self-regulated learning (SRL) in learning activities in elementary school is one of the factors that influences students’ academic progress and it is associated with metacognitive and cognitive skills. The study was conducted in grade 4 of a public elementary school in the rural area of Tuban, East Java, from March to June 2021. The adoption of SRL is one of the factors that may encourage students to par
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Toor, Muhammad Javaid, Muhammad Sarwar, and Muhammad Arif Mirza. "Effect of Self-Regulated Learning (SRL) on Academic Achievement of Students in the Subject of Chinese Language." Journal of Education and Social Studies 5, no. 3 (2024): 91–99. http://dx.doi.org/10.52223/jess.2024.5311.

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The study was primarily focused on investigating the effect of self-regulated learning (SRL) on the academic achievement of Chinese language learners among non-native learners. It was a true experimental research methodology based on pre-test and post-test research design. It was conducted at the University of Central Punjab (UCP) Lahore by selecting 70 students. After conducting the pre-test it was randomly allocated into dual groupings. One is the experimental while the other is the control group. After 16 weeks of treatment, a post-test was conducted. The results showed that the higher the
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Apridayani, Aisah, and Adisa Teo. "The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students." Studies in English Language and Education 8, no. 3 (2021): 1123–43. http://dx.doi.org/10.24815/siele.v8i3.20213.

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This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression anal
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Yaşar, Muhammed Özgür. "Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy." Journal of Language Research 9, no. 1 (2025): 154–79. https://doi.org/10.51726/jlr.1663142.

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This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers. Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices. Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement. Large e
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Shen, Bin, and Barry Bai. "Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention." System 122 (June 2024): 103249. http://dx.doi.org/10.1016/j.system.2024.103249.

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Dissertations / Theses on the topic "Self-regulated language learning (SRLL)"

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Gonzalez, Andrea Michelle. "Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4052.

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Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program w
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Clayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.

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Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mo
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Zareekbatani, Alireza. "Technology and L2 writing : EFL student perspectives on electronic feedback using online learning logs." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17297.

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The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learner
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Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.

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Garrido-Vargas, Martha. "Relationship of Self-Regulated Learning and Academic Achievement Among English Language Learners." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242375.

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There has been a rapid increase in the emergence of minority groups during the past few decades in the United States. Hispanics are the largest minority group that has people who speak English as a second language. The increasing proportion of English Language Learning (ELL) students has made it more difficult to maintain high learning standards. Furthermore, this increase has led to other problems such as the over and underrepresentation of ELL students in special education, high dropout rates and the underachievement obtained in standardized tests such us the Arizona's Instrument to Measu
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Ishikawa, Yukiko. "Japanese students' development of self-regulated learning during the transition to college." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/501646.

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Teaching & Learning<br>Ed.D.<br>In this case study, I investigate the development of first-year Japanese students’ self-regulated learning skills and the role of language learning advising in their transition to college. A great deal of research on the first-year experience has focused on a sense of belonging and the quality of friendships, but few researchers have investigated how learning habits influence first-year students’ successful adjustment to college life. Meanwhile, research on language learning advising has largely focused on learner strategies, a framework that has been met with i
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Rahayu, Puji. "Productive Failure in Virtual Language Learning for English." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25939.

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Vocabulary and syntax are challenges for English as Foreign Language (EFL) learners when they want to communicate in English. Task-based Language Teaching is commonly used in EFL teaching of vocabulary and syntax, which is a type of Direct Instruction (DI) that involves the initial use of explicit language instruction followed by a language learning activity. This study compared the efficacy for language learning of a different type of pedagogical approach, Productive Failure (PF), which delays instruction until after a language learning activity, to Direct Instruction (DI). There were three m
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Lee, Hyun Jin. "Self-Regulated Learning of a Second Language in an Individualized Instruction Program: A Social Cognitive Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483365542296511.

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DeFrancisco, Gabriela. "A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3950.

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In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution. The researcher conducted 14 semi-structured interviews of thei
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Baker, Allison Wallace. "Self-Regulation in Transition: A Case Study of Three English Language Learners at an IEP." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7497.

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This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of
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Books on the topic "Self-regulated language learning (SRLL)"

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Teng, Lin Sophie. Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1.

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Self-Regulated Learning and Second Language Writing: Fostering Strategic Language Learners. Springer International Publishing AG, 2022.

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Self-Regulated Learning and Second Language Writing: Fostering Strategic Language Learners. Springer International Publishing AG, 2023.

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Cleary, Timothy J. Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. Taylor & Francis Group, 2018.

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Cleary, Timothy J. Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. Taylor & Francis Group, 2018.

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Cleary, Timothy J. Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. Taylor & Francis Group, 2018.

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Lanehart, Sonja L. How Is HEL Relevant to Me? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0005.

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This chapter discusses teaching the History of the English Language (HEL) as a sociolinguist and being guided by three areas in learning sciences: goals, self-regulated learning, and interest, particularly social and personal. Specifically, this chapter addresses the age-old student question, “How is this relevant to me?” Part of our job as college teachers involves getting students to realize the practicality of a course for their needs (e.g., “I need to take this class in order to graduate”), and another part is to acknowledge (or awaken in some cases) their intellectual curiosity (e.g., “I’
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Book chapters on the topic "Self-regulated language learning (SRLL)"

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Teng, Lin Sophie. "Sociocognitive Theory, Sociocultural Theory and SRL." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_4.

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Teng, Lin Sophie. "Developmental Trajectories of SRL: Evidence from A Case Study." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_8.

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Teng, Lin Sophie. "Exploring the Nexus of SRL Strategies and Individual Differences." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_6.

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Zhang, Donglan, and Lawrence Jun Zhang. "Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_47.

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Zhang, Donglan, and Lawrence Jun Zhang. "Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_47-1.

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Teng, Lin Sophie. "Self-Regulated Learning and Language Learning Strategies." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_2.

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Teng, Lin Sophie. "Self-Regulated Learning Strategies in Writing." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_3.

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Teng, Lin Sophie. "Development and Validation of Self-Report Questionnaires." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_5.

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Coyle, Do. "4. Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-010.

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Teng, Lin Sophie. "Investigating the Effectiveness of Self-Regulation Strategy Intervention." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_7.

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Conference papers on the topic "Self-regulated language learning (SRLL)"

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Wang, Feng-Hsu. "EXPLORING THE IMPACT OF PERSONALIZED SCAFFOLDS ON SELF-REGULATED LEARNING AND LEARNING EFFECTIVENESS WITH LARGE LANGUAGE MODELS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2379.

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Minh, Dong Hoang. "EFL Students’ Motivation in English learning and Self-regulated Language Learning Habits: A Study at Hanoi Law University." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.9.

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Motivation and Self-Regulated Learning are two fundamental components that have consistently been found to account for learning achievement. Few studies have identified the assumed relationships between learner motivation and self-regulation in English language study. This study aims to investigate motivation in English learning as well as self-regulated language learning habits among EFL students from different majors of study at Hanoi Law University, and make some suggestions to improve students’ learning motivation and SRLLB. A total of 138 EFL junior and senior students from five majors at
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Mahadi, Rozilawati, Latisha Asmaak Shafie, and Sharmini Abdullah. "A correlation between meta-cognitive self-regulated learning strategies (meta-SRLls) and english language achievement." In PROCEEDINGS OF GREEN DESIGN AND MANUFACTURE 2020. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0044582.

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Dan, Qingyao. "Understanding Chinese Students’ Classroom Relationships in English Language Learning: The Role of Self-Regulated Learning (SRL) and Emotions (Poster 6)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2103568.

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Park, Saerok, and Ha Nguyen. "Examining Self-Regulated Learning Processes in Design Tasks with Large Language Models." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.102810.

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Huang, Travis, Yi-Ting Wang, Sheng-Wei Lin, and Kuan-Yu Lin. "Effective Japanese Language Acquisition through LINE Groups: A Self-Regulated Learning Perspective." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2025. https://doi.org/10.24251/hicss.2025.003.

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Thamarai Selvi, S., and Karthikeyan Panneerselvam. "A Self-regulated Learning approach for programming language using cloud-based Learning Management System." In 2012 International Conference on Recent Trends in Information Technology (ICRTIT). IEEE, 2012. http://dx.doi.org/10.1109/icrtit.2012.6206810.

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Rozsypalkova, Jana, Hana Brzobohata, and Eva Tomeskova. "LANGUAGE LEARNING STRATEGIES OF CZECH MILITARY PROFESSIONALS IN THE CONTEXT OF SELF-REGULATED LEARNING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0313.

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Lin, Chia-ching. "The impact of technology-assisted task-based language teaching on self-regulated learning." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00092.

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Zhu, Jiayan, Juan Zheng, Zilong Pan, et al. "Leveraging Large-Language Models to Understand Self-Regulated Learning Processes in STEM Education." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.397947.

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Reports on the topic "Self-regulated language learning (SRLL)"

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Rodríguez Buitrago, Carolina, Clara Isabel Onatra Chavarro, and Sandra Marina Palencia González. Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institucion Universitaria Colombo Americana, 2019. http://dx.doi.org/10.26817/paper.07.

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