L2 research drawing on a self-regulated learning (SRL) framework during the past two decades has been dominated by quantitative research, usually involving the development of SRL measurements (e.g., Mizumoto & Takeuchi, 2012; Teng & Zhang, 2016; Tseng et al., 2006), or exploring the role of learner variables in SRL processes (e.g., Bai & Wang, 2021). There is a dire need of qualitative research exploring the reasons underpinning students' self-regulatory behaviours, and whether and how different SRL processes are interrelated. Further, most SRL research has focused primarily on L2 vocabulary learning (e.g., Mizumoto & Takeuchi, 2012; Tseng et al., 2006) and writing (e.g., Bai & Wang, 2021; Teng & Zhang, 2016), while listening remains an under-explored area (Teng & Zhang, 2021). To address these gaps in research, the present study adopts a longitudinal qualitative design to explore how students initiated and regulated their learning for English listening during the first semester at an EMI transnational university in southeast China.
Further, in EMI research, despite recent scholarly attention to the autonomous and strategic learning of students during transition from L1-medium secondary schools to EMI tertiary education (e.g., Ding & Stapleton, 2016; Macaro et al., 2019), research drawing on an SRL framework to explore this issue remains scarce. The focus of investigation is also rather widespread, lacking in-depth examination of learning a particular English skill such as listening. As such, the present study draws on Zimmerman's (2000) three-phase cyclical social cognitive SRL framework to systematically explore how students self-regulated their listening practice in the face of the challenging task of comprehending English-taught classes during their very first experiences studying in an EMI transnational programme.
References
Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 136216882093319.
Ding, F., & Stapleton, P. (2016). Walking like a toddler: Students' autonomy development in English during cross-border transitions. System, 59, 12-28.
Macaro, E., Baffoe-djan, J., Rose, H., Sabato, B., Hughes, B., Cuccurullo, D. (2019). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. British Council.
Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33(1), 83-91.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100(3), 674-701.
Teng, L. S., & Zhang, L. J. (2021). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics (Advanced Access), 1-6.
Tseng, W., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeider (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, Calif.
