ABSTRACT
This study investigates the effectiveness of an approach to improving foreign language learners’ self-regulated learning (SRL) strategies. In this study, an individualized approach was designed to help students learn how to set goals, structure learning environments, monitor their learning, seek help and strengthen their self-efficacy. Nineteen second-semester Chinese-as-a-foreign-language learners participated in the study. They met with the researcher individually for 20 minutes once a week for three weeks. During the meeting, they focused on one aspect of language learning in order to implement the approach. After meeting, they filled out diaries before and after learning Chinese each week. Data include surveys at three time-points, before, right after and three weeks after the implementation of the approach. Findings suggest that even though self-efficacy was not improved, the mastery of the other SRL strategies was significantly approved. The students had very positive perception in terms of emotions.
