A Comprehensive Investigation of Mediating Effect of Cognitive Functions on Self-Regulated Learning on English Language Learning Among Chinese EFL Students: Moderated by Social Support

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Wang Lei, Manjet Kaur Mehar Singh, Ooi Zheng Yao, Shi Rui

Abstract

Objectives: This study aimed to investigate the influence of self-regulated learning (SRL), cognitive functions (CF), and social support (SS) on English language proficiency (ELP) among Chinese English as Foreign Language(EFL) learners. The research sought to identify the relationships between these variables and how they impact language learning outcomes.


Study Design: The research utilized a structured questionnaire to assess SRL, cognitive functions, and SS on ELP. Data were collected through a mobile-friendly, questionnaire administered via Google Forms.


Methods: An aggregate of 850 Chinese EFL learners contributed to the study. The questionnaire included 20 items assessing four main factors. Data analysis involved calculating Cronbach’s Alpha for reliability, performing factor analysis, and conducting an independent sample t-test to evaluate SS and self-directed learning skills.


Results: The findings revealed significant relationships among the variables studied. SRL positively impacted both CF and ELP, with CF serving as a mediator between SRL and ELP. SS moderated the relationship between SRL and CF. The data indicated that learners’ self-regulation strategies and perceptions of support are crucial for enhancing language proficiency.


Conclusions: This study contributes to understanding how SRL, cognitive functions, and SS interact to influence ELP among Chinese EFL learners. These findings offer practical insights for educators to develop targeted interventions and instructional strategies that foster SRL and enhance language proficiency.

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