A Study of Self-Regulated Learning Strategies in College English Instruction

Li Mingyang

Liaoning University of International Business and Economics

Abstract：

This study investigates the implementation and effectiveness of Self-Regulated Learning (SRL) strategies in college English instruction within the Chinese higher education context. Despite the recognized importance of learner autonomy in foreign language acquisition, many Chinese students remain dependent on teacher-directed instruction because of traditional educational practices and insufficient strategy training. Through theoretical analysis and empirical examination, this paper explores the cognitive, metacognitive, and motivational dimensions of self-regulated English learning.

Key Words：

Self-Regulated Learning; college English instruction; learning strategies; higher education