Self-regulated learning in English medium instruction: a case study at a Sino-foreign cooperative university

Abstract

This thesis provides a comprehensive approach in understanding self-regulated learning (SRL) and significant influencing factors therein of Chinese EFL students’ SRL strategy use in an English Medium Instruction (EMI) context. Few studies investigated SRL practices for overall learning of Chinese students in an EMI context. Through a mixed-method with both qualitative and quantitative data collection approaches, this case study addresses the research gap, delving into a Sino-foreign cooperative university (SFCU) to explore what and how Chinese learners practice their SRL strategy for overall EMI learning holistically. Drawing on the first qualitative phase with 14 in-depth interviews, nuanced findings shed light on various possible SRL trajectories of EFL Chinese learners as the development of individual level of Self-regulated Learning Strategy Use Mode (SRLSUM) as well as mobilizing SRL strategies through interaction with broader educational influences. Furthermore, the qualitative results aid derives a new theoretical/conceptual framework, Situated Self-regulated Learning System (SSRLSystem) by extending the previous theories and perspectives. Interpreting SRL as a comprehensive system makes a breakthrough and it is consistent with the current advocacy of Teng et al. (2024a, p.154) to combine multiple theoretical perspectives to comprehensively reveal the complex, contextual and situational features of SRL. New insights into qualitative findings contributed to the development of two questionnaires. By using exploratory structural equation modeling (ESEM) as a new and robust method for measurement model examination, two newly established SRLSUM and Perceived Influencing Factors of SRL (PIF-SRL) scales are successfully validated as robust and sound measurement tools. The two validated new scales make a methodological innovation in providing multidimensional structures. It contributes to the knowledge in educational psychology and applied linguistics research. Then, two mature scales function in the structural models. The quantitative phase includes large-scale quantitative surveys with 1068 participants who were enrolled through the incorporation of random sampling, convenience sampling and snowball sampling strategies. Structural equation modeling is adopted. The results show the soundness of the new theoretical models. Chinese students adopt various dimensions of SRL strategies and subskills in their trajectories. Overall, five perceived influencing factors including self-efficacy, goal orientation, feedback, teacher support and peer support have generated significant effects on the SRL process. Both qualitative and quantitative findings provide theoretical and practical implications of SRL strategy use and understand its complexity in the EMI SFCU context.

Date of Award	15 Mar 2026
Original language	English
Awarding Institution	University of Nottingham
Supervisor	Candace Veecock (Supervisor) & Derek Irwin (Supervisor)