title: Self-Regulation in Language Learning.
abstract: Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.
authors.affiliation: 1 English Department, National Taiwan Normal University, Taipei City, Taiwan.
authors.forename: Wen-Ta
authors.initials: WT
authors.lastname: Tseng
authors.affiliation: 2 Teachers College, Columbia University, New York, NY, USA.
authors.forename: Heidi
authors.initials: H
authors.lastname: Liu
authors.affiliation: 3 Hot Springs Elementary School, Taitung, Taiwan.
authors.forename: John-Michael L
authors.initials: JL
authors.lastname: Nix
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D019303:Multilingualism; D011581:Psychological Tests / Q000592:standards*; D011594:Psychometrics / Q000295:instrumentation*; D015203:Reproducibility of Results; D000068356:Self-Control / Q000523:psychology*; D013624:Taiwan
keywords: Self-regulation; confirmatory factor analysis; gender; language learning strategy; parallel analysis