What question did this study set out to answer?

This study aims to evaluate the effects of self-regulated strategy-based speaking instruction on learners' performance and strategy use.

July 11, 2026Language Teaching Research

Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction: Evidence from Chinese University Learners

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Authors

YWYawen WangEast China University of Science and Technology PSPeijian Paul SunZhejiang A & F University

Discussion

Member takes

Implication

Quasi-experimental study shows that self-regulated strategy instruction improves speaking performance in university learners, suggesting its effective application.

Key Points

This study aims to evaluate the effects of self-regulated strategy-based speaking instruction on learners' performance and strategy use.
Conducted as a quasi-experimental study with 107 participants (n=54 experimental group, n=53 control group).
Used self-report questionnaires, speaking assessments, and semi-structured interviews for data collection.
Analyzed data with linear mixed-effects models.
The experimental group showed significantly greater improvement in speaking performance compared to the control group with sustained effects at delayed post-testing.
Participants in the experimental group significantly increased their use of self-regulated learning strategies.
Qualitative data indicated more frequent and sophisticated strategy application among intervention participants.

Cite This Study

Wang et al. (2026) studied this question.

synapsesocial.com/papers/6a51df22c18d7f28ca50082f https://doi.org/10.1177/13621688261459664

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July 11, 2026Language Teaching Research

Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction: Evidence from Chinese University Learners

View Full Paper

Ask AI

Bookmark

Authors

YWYawen WangEast China University of Science and Technology PSPeijian Paul SunZhejiang A & F University

Discussion

Member takes

Implication

Quasi-experimental study shows that self-regulated strategy instruction improves speaking performance in university learners, suggesting its effective application.

Key Points

This study aims to evaluate the effects of self-regulated strategy-based speaking instruction on learners' performance and strategy use.
Conducted as a quasi-experimental study with 107 participants (n=54 experimental group, n=53 control group).
Used self-report questionnaires, speaking assessments, and semi-structured interviews for data collection.
Analyzed data with linear mixed-effects models.
The experimental group showed significantly greater improvement in speaking performance compared to the control group with sustained effects at delayed post-testing.
Participants in the experimental group significantly increased their use of self-regulated learning strategies.
Qualitative data indicated more frequent and sophisticated strategy application among intervention participants.

Cite This Study

Wang et al. (2026) studied this question.

synapsesocial.com/papers/6a51df22c18d7f28ca50082f https://doi.org/10.1177/13621688261459664

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