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Issue 2 2024

Abstract: The characteristics and challenges of learning Chinese as a second language (CSL) warrant a deeper understanding of the learning process from various perspectives to promote learning development. In the domain of second language acquisition research, the concept of self-regulated learning (SRL) has been gaining increased attention from researchers. SRL encompasses a broader and more profound connotation than previous models, as it emphasizes the strategic application of learning techniques to facilitate language development. This theoretical shift has yielded fruitful research results in the field. By investigating SRL, we can examine the dynamic and cyclical process of CSL learning from multiple dimensions and identify learning problems from the learners’ perspective, ultimately finding solutions. This study aims to conduct qualitative research on SRL among five CSL learners with different cultural and educational backgrounds, utilizing qualitative study methods. The research focuses on exploring the characteristics and patterns of SRL among CSL learners, offering insights for teaching practices. The study will employ semistructured interviews and reflective journals to gather in-depth data on the learners’ SRL processes. Key questions include how SRL impacts CSL learning outcomes, the distinctive characteristics of applying SRL theory to CSL learning, and the effective implementation of SRL strategies to enhance learning. By addressing these questions, the research aims to fill the gap in existing literature and provide practical insights for educators to support the development of autonomous, self-regulated Chinese language learners. This, in turn, will contribute to improving instructional methods and promoting better academic achievements in CSL learners.

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