ArticleBMC psychology2024
Effects of self-regulation strategies on EFL learners' language learning motivation, willingness to communication, self-efficacy, and creativity.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- The associations among motivation, self-efficacy, and anxiety of writing skills in primary school students: a mixed-methods approach.Frontiers in psychology · 2026Article
- Self-regulated learning constructs as predictors of academic performance among Saudi EFL students in virtual learning environments: Insights from self-regulated learning theory.Frontiers in psychology · 2026Article
- A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school.Frontiers in psychology · 2026Article
- Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate.BMC psychology · 2025Article
- The relationship between meaning in life and self-regulated learning among college students: the mediating effect of psychological capital and the moderating effect of phubbing.BMC psychology · 2025Article
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Abstract
This study tried to know how self-regulation strategies (SRS) affected the motivation, self-efficacy, willingness to communicate (WTC), and creativity of Chinese EFL learners as they learned English language. To do this, eighty intermediate EFL students were selected and divided into two groups: experimental and control. Four questionnaires were then used to assess the participants' motivation for language acquisition, WTC, self-efficacy, and creativity prior to the intervention. Subsequently, SRS was used to treat the experimental group (EG), whereas a traditional instruction was given to the control group (CG) without the use of SRSs. Four questionnaires were given again as post-tests following a 15-session treatment to gauge how the treatment affected the students' motivation for language acquisition, WTC, self-efficacy, and creativity. Based on the study's results, the EG considerably outstripped the CG on each of the four post-tests. The findings of this research have some implications for researchers, English teachers, EFL learners, and other stakeholders.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.