efl-learners
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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.