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- 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.