A study of Chinese learners' behaviors in self-regulated CALL environments

The purpose of this paper was to investigate Chinese learners' behaviors in self-regulated computer-assisted language learning environments in order to shed light on the role of the teacher in such environments. Fifty-one students from a metropolitan city in North China were surveyed regarding their learning behaviors in a two-year English listening learning program at a self-access language learning center. Results show that well self-regulated learners are few and many are ldquospeculatorsrdquo in learning. The findings reveal that teachers should play a crucial role in regulating their behaviors in order to foster more successfully self-regulated learners than the otherwise. Finally, pedagogical implications are discussed and limitations as well as suggestions for future research are provided.