Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning: Insights from Q Methodology

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From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a supportive and inclusive language learning environment. Hence, this study aimed to identify, depict, and compare divergent opinions regarding self-regulated learning strategy use among Chinese English-as-a-foreign-language learners using Q methodology and semi-structured interviews. Thirty learners of English as a foreign language participated in Q-sorting, ranking 50 self-regulated learning-related statements on a grid from “-4” (strongly disagree) to “+4” (strongly agree). The data were analyzed using principal component analysis and varimax rotation in KenQ Analysis Desktop Edition to identify self-regulated learning patterns. Interviews provided additional insights. The study identified five distinct self-regulated learning patterns in English-as-a-foreign-language learning: (F1) introspective self-regulated learning; (F2) proactive self-regulated learning; (F3) insecure self-regulated learning; (F4) flexible self-regulated learning; and (F5) dysfunctional self-regulated learning. The study also explored internal factors (e.g., self-efficacy, mindsets, proficiency) and external factors (e.g., prior experiences, learning environments) underlying these emerging patterns. The findings proffer both theoretical and practical implications for understanding and supporting diverse self-regulated learners in English-as-a-foreign-language contexts.