文献类型：期刊文献

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

作者：Wang, Yawen[1];Sun, Peijian Paul[2]

机构：[1]East China Univ Sci & Technol, Sch Foreign Languages, Shanghai, Peoples R China;[2]Zhejiang Univ, Dept Linguist, Hangzhou 310058, Peoples R China

年份：2026

外文期刊名：LANGUAGE TEACHING RESEARCH

收录：;Scopus(收录号：2-s2.0-105044103720);WOS:【SSCI(收录号:WOS:001815143300001)】；

基金：The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The study was supported by the Fundamental Research Funds for the Central Universities (JKS02262203) and Zhejiang Province Association of Higher Education under Grant No. KT2026003 ((sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)).

语种：英文

外文关键词：self-regulated learning; speaking strategies; second language speaking; strategy-based instruction; mixed-methods research

摘要：The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners' speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group (n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group (n = 53, receiving traditional instruction), with effects sustained at delayed post-testing. Quantitative analyses further indicated significant increases in participants' use of self-regulated learning strategies. Qualitative findings corroborated these results, revealing more frequent, deliberate, and sophisticated strategy application among intervention participants. Interview data also suggested differential intervention effects based on learners' initial speaking proficiency levels. These findings underscore the efficacy of explicitly integrating self-regulated learning strategies into speaking instruction to enhance learner autonomy and speaking performance in English-as-a-foreign-language contexts.