What question did this study set out to answer?

This research aims to explore the impact of instructional practices and social support on self-regulated learning among Chinese EFL learners.

April 24, 2026SystemOpen Access

Beyond individual differences: How instructional practices and social support impact Chinese EFL learners’ self-regulated reading

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Authors

JCJiangping Chen CLChin-Hsi Lin YLYuxuan LiaoHangzhou Normal University

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Implication

Research examines how instructional practices and social support influence self-regulated learning in Chinese EFL learners, suggesting classroom implications.

Key Points

This research aims to explore the impact of instructional practices and social support on self-regulated learning among Chinese EFL learners.
Questionnaires administered to 899 high school students in grades eleven and twelve.
Mediation analysis conducted to examine the relationships between practices, support, and strategy use.
Explored aspects of instructional task, study autonomy, and types of social support from teachers and peers.
Instructional task showed a direct effect on self-regulated learning.
Study autonomy had an indirect impact through intrinsic task value.
Teacher social support demonstrated medium to large positive indirect effects on self-regulated learning.

Cite This Study

Chen et al. (2026) studied this question.

synapsesocial.com/papers/69eb08ef553a5433e34b3a22 https://doi.org/10.1016/j.system.2026.104044

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Implication

Research examines how instructional practices and social support influence self-regulated learning in Chinese EFL learners, suggesting classroom implications.

Beyond individual differences: How instructional practices and social support impact Chinese EFL learners’ self-regulated reading

Discussion

Member takes

Implication

Key Points

Cite This Study

Beyond individual differences: How instructional practices and social support impact Chinese EFL learners’ self-regulated reading

Discussion

Member takes

Implication

Key Points

Cite This Study

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