In the context of second language acquisition (SLA),self-efficacy is conceptualized as one of the meta-cognitive strategies to attain desired learning outcomes and enhance confidence in facing challenges throughout the language learning. Yet, a discernible lacuna exists in the literature when it comes to the influence of self-regulation abilities on self-efficacy within the context of Chinese as a Second Language Education (CSL). Self-monitor and evaluation, individual achievement and fulfillment, the ability to utilize external resources and affective attitude towards Chinese affect have been definded as four specific methods to conduct self-refulation. Therefore, the research further explores how these four elements together exert influences on self-efficacy. To achieve this goal, This investigation engaged 60 undergraduate learners of the Chinese language hailing from three distinct educational institutions in Beijing and Tianjin. The survey instrument employed in this study encompasses a total of 55 items, of which 49 are derived from a 5-point Likert scale.This study utilized R language (version 4.2.3) for preprocessing, descriptive statistics, T-tests, Bootstrap confidence intervals, correlation analysis, and polynomial regression.Since the self-regulated learning strategies in this study were all reported by the learners, there may be a common method bias. The Harman single-factor test was used to check for common method bias.In this study, to explore the impact of self-regulation strategies on learners' self-efficacy, a response surface analysis method based on polynomial regression was used.This article aims to help CSL teachers better and adapt their teaching philosophy to students' learning condition, thus guiding students to be self-directed.

Authors:
Chenrui Miao, Curtin University, Australia

About the Presenter(s)
Dr. Chenrui Miao have much interests in Language Education especially ESL and CSL. Specifically, he puts more emphasis on education psychology and foreign language education.

See this presentation on the full schedule – Thursday Schedule

Bookmark

---

A Note to Presenters

To enhance academic profiles and showcase research, we encourage all presenters and co-presenters to include links to their public LinkedIn, ResearchGate profile, and research websites. Presenters may update their bio for their presentation by completing the form linked below by October 22, 2024.
- Presenter Information Update Form
Submitted changes will be reflected on November 01, 2024

Additionally, presenters should also update their IAFOR account details if there have been any changes to affiliations or biographies.
- https://submit.iafor.org/my-account/edit-account