Learning in CALL Environments: An Exploration of the Effects of Self-regulated Learning Constructs on Chinese Students' Academic Performance

The paper attempts to explore the predictiveness of the constructs of self-regulated learning in students' academic performance in CALL environments. Students (N=459) from a Chinese university were surveyed through the adoption of an internationally widely used questionnaire called "Motivated Strategies for Learning Questionnaire" as well as a written self-report for such an endeavor. Results show that extrinsic goal orientation, task value, and meta-cognitive self-regulation are able to be more predicative of the dependent variable. The paper concludes that more attention should be given to the development of these aspects of students' self-regulated learning capacity in order to be able to enhance the performance of their listening comprehension. Moreover, it also points out that general constructs of this kind are domain-specific and learning situation-specific. Finally, the limitations of the paper are discussed and suggestions for future research are presented.

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