Effects of self-regulation strategies on EFL learners' language learning motivation, willingness to communication, self-efficacy, and creativity.

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 langua

SUBMITTER: Zhang T 

PROVIDER: S-EPMC10870458 | biostudies-literature | 2024 Feb

REPOSITORIES: biostudies-literature