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<p>Co-regulated learning (CoRL) is crucial to successful collaboration and better academic achievement. As learners increasingly work together on complex tasks, understanding how they co-regulate each other’s learning becomes essential. However, most studies have focused on CoRL in general educational settings, with a few exploring its conceptual features and academic functions within second/foreign (L2) collaborative learning. Taking a synergetic perspective of sociocognitive and sociocultural theories, this study aimed to develop and validate the dimensionality of CoRL strategies used by English as a foreign language (EFL) learners in collaborative learning. To further examine criterion validity, this study investigated interactions of CoRL strategies with self-regulated learning (SRL) strategies and their interactive effects on English writing performance. A total of 410 Chinese EFL learners from a top-ranking university in China volunteered to participate in this study. They were invited to complete a collaborative writing task and then post-task self-report questionnaires to elicit their strategic behavior for co-regulation and self-regulation in collaborative learning environments. First, the Co-regulated Strategies Questionnaire for L2 Collaborative Learning was developed and validated through rigorous validation procedures. Confirmatory factor analysis revealed a multi-dimensional model of CoRL corresponding to three dimensions, including metacognitive co-regulation (task co-planning and performance co-management), affective co-regulation (intrinsic co-motivation and goal-oriented co-motivation), and social co-regulation (peer scaffolding and information co-resourcing). In addition, the structural equation modeling revealed that SRL and CoRL strategies together yielded a moderate effect on English writing performance. This study advances the theoretical understanding of co-regulation as a socioculturally situated, multi-dimensional construct. It also paves the way for optimized pedagogical practices leveraging insights into co-regulated processes to promote collaborative learning and language development for L2 learners.</p>

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Unveiling conceptual dimensions of co-regulated learning strategies and interactions with self-regulation for EFL learners in collaborative learning

  • 期刊论文

  • 发表日期：

    2025年12月6日

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  • Yuxin Yang,
  • Jinyun Pan,
  • Lin Sophie Teng

摘要

Co-regulated learning (CoRL) is crucial to successful collaboration and better academic achievement. As learners increasingly work together on complex tasks, understanding how they co-regulate each other’s learning becomes essential. However, most studies have focused on CoRL in general educational settings, with a few exploring its conceptual features and academic functions within second/foreign (L2) collaborative learning. Taking a synergetic perspective of sociocognitive and sociocultural theories, this study aimed to develop and validate the dimensionality of CoRL strategies used by English as a foreign language (EFL) learners in collaborative learning. To further examine criterion validity, this study investigated interactions of CoRL strategies with self-regulated learning (SRL) strategies and their interactive effects on English writing performance. A total of 410 Chinese EFL learners from a top-ranking university in China volunteered to participate in this study. They were invited to complete a collaborative writing task and then post-task self-report questionnaires to elicit their strategic behavior for co-regulation and self-regulation in collaborative learning environments. First, the Co-regulated Strategies Questionnaire for L2 Collaborative Learning was developed and validated through rigorous validation procedures. Confirmatory factor analysis revealed a multi-dimensional model of CoRL corresponding to three dimensions, including metacognitive co-regulation (task co-planning and performance co-management), affective co-regulation (intrinsic co-motivation and goal-oriented co-motivation), and social co-regulation (peer scaffolding and information co-resourcing). In addition, the structural equation modeling revealed that SRL and CoRL strategies together yielded a moderate effect on English writing performance. This study advances the theoretical understanding of co-regulation as a socioculturally situated, multi-dimensional construct. It also paves the way for optimized pedagogical practices leveraging insights into co-regulated processes to promote collaborative learning and language development for L2 learners.