How Learners of English Use Self-Regulatory Strategies

2014 Fiscal Year Final Research Report

• Project/Area Number: 24520663
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Tokyo University of Technology
• Principal Investigator: UEDA Mami 東京工科大学, 教養学環, 教授 (00184937)
• Co-Investigator(Kenkyū-buntansha): SUGINO Toshiko 工学院大学, 基礎・教養教育部門, 教授 (90531757)
• Co-Investigator(Renkei-kenkyūsha): ABE Emika 大東文化大学, 外国語学部, 非常勤講師 (30468623)
• Research Collaborator: SHIMIZU Sunao 立教大学, 全学共通カリキュラム, 非常勤講師
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 自己調整学習 / motivation

Outline of Final Research Achievements

This research aimed at what kinds of self-regulatory strategies were taken by university students to learn English and how they were used. Our participants of the research were 1059 university students who learned English in eighteen universities throughout Japan. As the most influential factor for acquiring English, 60% recognized themselves to be crucial factor. The following factor analysis showed that the participants imagining themselves to use English in the future had the strong motive. As for the free writings, activities accompanied by social networking services (SNS) were considered to be effective. The participants as a whole tended to use rather traditional self-regulatory strategies, and those who had actually engaged in SNS as their English learning, however, found SNS usage to be effective self-regulatory strategies.

Free Research Field

第二言語習得