The Use of Self-Regulated Learning Strategies And Their Relationship With Motivation Among Foreign Language Learners

Abstract

This mixed-method study explored how college-level foreign language learners used self-regulated learning (SRL) strategies and how they relate to motivation during a timed reading and vocabulary comprehension task. Drawing from Zimmerman's cyclical SRL model and Self-Determination Theory, the research employed a microanalytic approach combining qualitative and quantitative data to address how students use SRL processes during timed tasks. Results revealed distinct patterns across Zimmerman's three SRL phases. In the forethought phase, participants demonstrated moderate self-efficacy and high intrinsic interest but limited structured goal-setting. The performance phase consistently used metacognitive and behavioral monitoring, though time management remained inconsistent. The reflection phase emphasized self-evaluation and adaptive inferences for future task planning. The analysis identified self-evaluation, time management, and goal setting as significant factors related to task performance. The findings showed that intrinsic motivation was more important than extrinsic motivation and significantly affected the overall scores in SRL and the forethought stage. The results confirm conceptual approaches that focus on the cyclical process of SRL and the unique advantage of intrinsic motivation to encourage long-term self-regulation. The results will further our understanding of motivational orientation in the field of education and task-specific self-regulated learning (SRL) in foreign language contexts.