RESEARCH ON SELF-REGULATED LEARNING ABILITY AND ITS INFLUENCING FACTORS AMONG ENGLISH MAJORS IN THE CONTEXT OF CHINA'S HAINAN FREE TRADE PORT

Forfattere

  • Qiao Jing Dhurakij Pundit University, Bangkok, Thailand

DOI:

https://doi.org/10.46827/ejes.v12i2.6116

Nøgleord:

self-efficacy, learning motivation, self-regulated learning ability in English, Social Cognitive Theory

Resumé

Based on the Social Cognitive Theory, this study explores the relationship between self-efficacy, learning motivation, and self-regulated learning ability among English majors in the context of China's Hainan Free Trade Port. Through a survey of 300 English majors from three universities in Hainan Province, it was found that self-efficacy has a significant positive impact on self-regulated learning ability in English, with learning motivation mediating this relationship. The results validate the applicability of the Social Cognitive Theory in the field of English learning and provide theoretical references and practical guidance for enhancing the self-regulated learning ability of English majors.

 

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Forfatterbiografi

  • Qiao Jing, Dhurakij Pundit University, Bangkok, Thailand
    Qiao Jing is currently a doctoral student at Dhurakij Pundit University in Bangkok, Thailand. Her academic background and research interests center on the fields of education and ideological and political education. She is actively engaged in cross-disciplinary academic discussions and is dedicated to exploring educational reform and student development in diverse cultural contexts.

Referencer

An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11, 558466. https://doi.org/10.3389/fpsyg.2020.558466

Tosuncuoglu, I. (2019). The Interconnection of Motivation and Self-Regulated Learning among University Level EFL Students. English Language Teaching, 12(4), 105-114. https://doi.org/10.5539/elt.v12n4p105

Li, J., Wang, C., Zhao, Y., & Li, Y. (2024). Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?. TESOL Quarterly, 58(4), 1518-1547. https://doi.org/10.1002/tesq.3292

Lu, S., Cheng, L., & Chahine, S. (2022). Chinese university students’ conceptions of feedback and the relationships with self-regulated learning, self-efficacy, and English language achievement. Frontiers in Psychology, 13, 1047323. https://doi.org/10.3389/fpsyg.2022.1047323

Masfufah, M., & Chasanah, U. (2023). Student Learning Outcomes Determined by Self-Efficacy and Learning Motivation. International Journal of Service Science, Management, Engineering, and Technology, 4(3), 1-6. http://ejournalisse.com/index.php/isse/article/view/96

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Publiceret

2025-07-08

Nummer

Årg. 12 Nr. 2 (2025)

Sektion

Articles

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