Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 2 Part 2 (2024)

Self-regulated Learning Strategies, Engagement and Knowledge Sharing Practices of Chinese College EFL Students

Liu Xingcai

Discipline: Education

 

Abstract:

This study investigated the relationships among self-regulated learning strategies, engagement, and knowledge sharing among 400 Chinese college EFL students. Self-regulation included goal setting, study strategies, and time management. Engagement encompassed skill, participation, emotional, and performance aspects. Knowledge sharing involved collecting, sharing/transferring, and utilizing information. Results indicate high levels of all constructs, with strengths in goal setting, skill engagement, emotional engagement, and knowledge utilization. Female and English major students exhibited higher levels. Correlations revealed strong links between goal setting and study strategies, engagement and knowledge sharing. While time management correlated positively with engagement and knowledge sharing, the relationship was insignificant. Emotional and performance engagement strongly correlated with knowledge sharing. Overall, the study emphasizes the interconnectedness of self-regulation, engagement, and knowledge sharing, suggesting their importance in academic success. A proposed language program to enhance engagement and knowledge sharing could positively impact self-regulation in EFL learning.



References:

  1. Liu, M.& Zhao, S. (2011). Current Language Attitudes of Mainland Chinese University Students. Journal of Language Teaching and Research 2(5). https://doi.org/10.4304/jltr.2.5.963-968
  2. Wright, S. & Zheng, L. (2016). English in Chinese higher education: past difficulties, current initiatives and future challenges. Journal of World Languages, 3(3), 167-183. https://doi.org/10.1080/21698252.2017.1292989
  3. Cai,J. (2012). A Way Out for EFL at Tertiary Level Education in Mainland China. Shanghai: Shanghai Jiaotong University Press.
  4. Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontier Psychology, 8:422. https://doi.org/10.3389/fpsyg.2017.00422
  5. Trowler, V. (2010). Student Engagement Literature Review. The Higher Education Academy, 11, 1-15.
  6. Teng, Y. K., & Zhang, L. J. (2016). The effects of reflective e-portfolios on EFL students’ writing proficiency, metacognitive awareness, and motivation. ReCALL, 28(3), 292-308.
  7. Weda, S. (2016). Knowledge management practices in EFL classroom in Indonesia. Proceedings of the International Conference on Educational Management and Administration & the 4th Congress of ISMaPI, 2016. (pp. 130-139). Makassar, Indonesia: Universitas Negeri Makassar
  8. Salkind, N. J. (2010). Encyclopedia of Research Design. Sage Publications, Inc.
  9. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
  10. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A Measure of College Student Course Engagement. The Journal of Educational Research, 98(3), 184–192. https://doi.org/10.3200/joer.98.3.184-192
  11. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595.
  12. Taylor, K. A., Fricker, R. D., Rodgers, M. M., Hunter, B. A., & Tackett, J. L. (2020). The relationship between classroom engagement and academic performance in undergraduate students. Journal of Educational Psychology, 112(7), 1366-1381. https://doi.org/10.1037/edu0000437
  13. Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2019). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 101(3), 726-735.
  14. Auvinen, T. (2015). Educational technologies for supporting self-regulated learning in online learning environments.
  15. Adams, J. K., & Hamm, N. (2015). Performance engagement and its connection to self-regulated learning and knowledge sharing. Journal of Educational Psychology, 107(1), 65-78.
  16. Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-efficacy beliefs of adolescents, 5(1), 71-96.
  17. Weda, S. (2018). Knowledge Sharing Practices in EFL Classroom at Higher Education in Indonesia. TESOL International Journal, Vol. 13 Issue 1.
  18. Wang, Y., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review, 20(2), 115-131.
  19. Chen, H., & Liu, S. (2020). Exploring the reciprocal relationship between knowledge utilization and knowledge transfer: A longitudinal study. Journal of Applied Psychology, 55(3), 112-126.
  20. Jones, A. B., & Smith, C. D. (2017). The dynamics of knowledge utilization and transfer: A systematic review. Journal of Knowledge Management, 21(1), 45-60.
  21. Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford University Press. DOI: 10.1093/elt/ccm074
  22. Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47-54). Multilingual Matters. DOI: 10.21832/9781783092574-007
  23. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  24. Alyami, Adham & Abdulwahed, Abdulrahman & Azhar, Abdulrahman & Binsaddik, Abdullah & Bafaraj, Saeed. (2021). Impact of Time-Management on the Student’s Academic Performance: A Cross-Sectional Study. Creative Education. 12. 471-485. https://doi.org/10.4236/ce.2021.123033.
  25. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274.
  26. Chen, L., & Zhang, Y. (2021). Self-efficacy and its influence on the academic performance of Chinese EFL learners. Journal of Language Teaching and Research, 12(3), 452-460. https://doi.org/10.17507/jltr.1203.12
  27. Tang, X., & Tian, L. (2015). Enhancing self-efficacy in EFL contexts: Insights from Chinese classrooms. Language Teaching Research, 19(5), 517-534. https://doi.org/10.1177/1362168814541739
  28. Ramshe, M. H., Ghazanfari, M., & Ghonsooly, B. (2019). The Role of Personal Best Goals in EFL Learners’ Behavioural, Cognitive, and Emotional Engagement. International Journal of Instruction, 12(1), 1627-1638.
  29. Martin, A. J., Collie, R. J., Mok, M. M.C., & McInerney, D. M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86/1, 75-91.
  30. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  31. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  32. Abubakar, A. (2017). Learning engagement and learning strategies: Predictors of learning performance. Journal of Educational Research and Practice, 7(2), 120-135.
  33. Wang, J. (2023). The relationship between learning engagement and English learning strategies: A quantitative analysis. International Journal of Educational Research, 102, 101657.
  34. Claessens, B. J. C., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276. https://doi.org/10.1108/00483480710726136
  35. Soureshjani, K. (2013). A study on the effect of self-regulation and the degree of willingness to communicate on oral presentation performance of EFL learners. International Journal of Language Learning and Applied Linguistics World, 4(4), 166-177.
  36. Khaki, S. (2013). The relationship between learner autonomy and willingness to communicate (WTC) in Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(5), 97-109
  37. Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2), 93-105. https://doi.org/10.1037/mot0000127
  38. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
  39. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  40. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109
  41. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
  42. Nonaka, I. and Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York.
  43. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
  44. Zhang, J., & Nunamaker, J. F. (2003). Powering e-learning in the new millennium: An overview of e-learning and enabling technology. Information Systems Frontiers, 5(2), 207–218.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic