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- PaperSystemForthcoming · 1 Aug 2026
Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context
Yaqing Shi, Kevin Wai Ho Yung
Chinese students adapt their out-of-school English learning choices in a constrained EFL context, revealing how learners navigate language learning options.
- PaperLanguage Teaching Research9 Jul 2026
Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction: Evidence from Chinese University Learners
Yawen Wang, Peijian Paul Sun
Self-regulated strategy-based speaking instruction significantly improved English-as-a-foreign-language learners' speaking performance compared to traditional instruction, with gains sustained at delayed testing. Learners also increased their use of self-regulated learning strategies, especially those with lower initial proficiency. These findings highlight the value of integrating explicit strategy instruction into speaking curricula.
Original abstract
The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group ( n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group ( n = 53, receiving traditional instruction), with effects sustained at delayed post-testing. Quantitative analyses further indicated significant increases in participants’ use of self-regulated learning strategies. Qualitative findings corroborated these results, revealing more frequent, deliberate, and sophisticated strategy application among intervention participants. Interview data also suggested differential intervention effects based on learners’ initial speaking proficiency levels. These findings underscore the efficacy of explicitly integrating self-regulated learning strategies into speaking instruction to enhance learner autonomy and speaking performance in English-as-a-foreign-language contexts.
- PaperLanguage Teaching Research4 Jul 2026
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning: Insights from Q Methodology
Ziqian Lin, Zhijie Wang, Bin Shen
Using Q methodology and interviews, this study identified five distinct self-regulated learning patterns among Chinese EFL learners: introspective, proactive, insecure, flexible, and dysfunctional. Internal factors (self-efficacy, mindsets, proficiency) and external factors (prior experiences, learning environments) underlying these patterns were explored. Findings provide theoretical and practical implications for supporting diverse self-regulated learners in EFL contexts.
Original abstract
From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a supportive and inclusive language learning environment. Hence, this study aimed to identify, depict, and compare divergent opinions regarding self-regulated learning strategy use among Chinese English-as-a-foreign-language learners using Q methodology and semi-structured interviews. Thirty learners of English as a foreign language participated in Q-sorting, ranking 50 self-regulated learning-related statements on a grid from “-4” (strongly disagree) to “+4” (strongly agree). The data were analyzed using principal component analysis and varimax rotation in KenQ Analysis Desktop Edition to identify self-regulated learning patterns. Interviews provided additional insights. The study identified five distinct self-regulated learning patterns in English-as-a-foreign-language learning: (F1) introspective self-regulated learning; (F2) proactive self-regulated learning; (F3) insecure self-regulated learning; (F4) flexible self-regulated learning; and (F5) dysfunctional self-regulated learning. The study also explored internal factors (e.g., self-efficacy, mindsets, proficiency) and external factors (e.g., prior experiences, learning environments) underlying these emerging patterns. The findings proffer both theoretical and practical implications for understanding and supporting diverse self-regulated learners in English-as-a-foreign-language contexts.
- PaperLanguage Teaching Research30 Jun 2026
Strategically Informed Machine Translation Post-Editing: Enhancing Translation Performance among Intermediate Chinese EFL Learners
Zhiying Li
Intermediate Chinese EFL learners completed human translation and machine translation post-editing (MTPE) tasks guided by strategies. Post-edited texts showed higher lexical and syntactic complexity than human translations, but learners struggled with error detection and maintained neutral-to-negative attitudes toward PE. The study proposes refined PE guidelines and a multi-task design to enhance translation performance.
Original abstract
Machine translation (MT) errors may be seen as a limitation, but it is precisely these imperfections that provide learners with valuable opportunities for error-driven practice through post-editing (PE), thus developing their language proficiency and, in turn, supporting translation performance. However, little is known about how machine translation post-editing (MTPE) benefits intermediate learners of English as a foreign language (EFL). This empirical study explores the role of strategically informed MTPE practices in supporting intermediate Chinese EFL learners’ linguistic and translation development. Participants completed human translation and MTPE tasks guided by PE strategies, followed by reflection on their edits. Text complexity analysis using Eng-Editor revealed that post-edited texts exhibited higher overall textual, lexical, and syntactic complexity than human translations, with correct revisions marginally exceeding errors, suggesting that intermediate learners still struggle with error detection and correction. These findings underscore the need for clearer strategic support in PE tasks. Sentiment analysis of learner reflections based on SnowNLP with contextual adjustments showed a neutral-to-negative attitude toward PE, highlighting challenges related to syntactic proficiency and technical support. This study contributes empirical evidence on pedagogical MTPE use with intermediate learners, leading to refined PE guidelines and a multi-task design that emphasizes both selection competence and linguistic development to enhance translation performance.
- PaperReCALL6 Mar 2026
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs
Wenqian Huang, Pengzhan Yang, Huizhong Shen, Hongzhi Yang
Investigated factors influencing Chinese EFL learners' willingness to communicate (WTC) in MOOCs, distinguishing oral and written dimensions. Trait-like factors (perceived communicative competence, foreign language anxiety) negatively impacted both, while teacher support positively affected oral but not written WTC. Classroom environment enhanced both forms but technical difficulties and lack of peer connection were barriers.
Original abstract
Given the shift to technology-mediated communication, this study investigated the factors that influence Chinese EFL learners’ willingness to communicate (WTC) in the second language (L2) in MOOCs. While most previous studies conceptualized L2WTC as a unified construct, this study made a first attempt to distinguish its oral and written dimensions, thereby addressing an underexplored gap and capturing the complexities of both modes in online learning environments. Data were collected through questionnaires from 323 Chinese undergraduate EFL learners and complemented by semi-structured interviews with 24 learners representing high, medium, and low levels of oral and written L2WTC. Unexpectedly, the results indicated that trait-like factors (perceived communicative competence and foreign language anxiety) negatively impacted both forms of L2WTC, whereas the influence of context-specific factors (teacher support and classroom environment) was more complex. Teacher support positively affected oral L2WTC but had a limited impact on written L2WTC. The positive aspects of the classroom environment, such as its flexibility and technological use, enhanced both oral and written L2WTC, though technical difficulties and a lack of peer connection also emerged as barriers to communication. These findings provided new insights for research in online learning environments and further suggested strategies to promote positive factors while mitigating negative ones to enhance oral and written L2WTC.