Teaching and Research Section of English, Zhujiang College, South China Agricultural University, 510000, Guang Zhou, Guang Dong, China.
BMC Psychol. 2024 Feb 15;12(1):75. doi: 10.1186/s40359-024-01567-2.
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.
本研究试图探讨自我调节策略 (SRS) 如何影响中国英语学习者学习英语的动机、自我效能感、交流意愿 (WTC) 和创造力。为此，选取了 80 名中级英语学习者，并将其分为实验组和对照组。在干预前，使用了四个问卷来评估参与者的语言习得动机、WTC、自我效能感和创造力。随后，实验组（EG）使用 SRS 进行治疗，而对照组（CG）则在不使用 SRS 的情况下接受传统教学。在 15 次治疗后，再次进行了四个问卷的测试，以评估治疗对学生语言习得动机、WTC、自我效能感和创造力的影响。根据研究结果，实验组在四项后测中的表现均明显优于对照组。本研究的结果对研究人员、英语教师、EFL 学习者和其他利益相关者具有一定的启示意义。
