Research

Title of thesis: 

Effects of SRL-based Writing Instructions in the Approach of Spherical Video-based Virtual Reality: PLS-SEM Approach

Description of thesis research: 
Writing in a second language (L2) poses significant challenges for English as a Foreign Language (EFL) learners owing to the complex interplay of cognitive and metacognitive processes, which calls for SRL-based instructions. With the recent advancements in educational technology, spherical video-based virtual reality (SVVR) offers immersive and authentic learning environments that may enhance self-regulated learning (SRL) strategies and writing performance. However, research on the integration of SRL-based instruction within SVVR contexts in argumentative writing, especially among Chinese college students. To fill this void, the present study aims to investigate the effectiveness of SRL-based instructional interventions delivered through SVVR on EFL learners’ writing performance and self-regulated learning strategies. Employing a mixed-methods design, the study utilizes Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze quantitative data on the relationships between SRL strategies and writing outcomes, complemented by qualitative interviews exploring learners’ perceptions and experiences. Findings from this research intends to offer practical implications for language teachers SRL-based SVVR-enhanced EFL classroom and contribute to a deeper understanding of how SRL-based interventions in VR environments can foster EFL writing development.

Conference Presentations

1. 2025 Asia TEFL Conference

Title: Exploring the nexus between self-regulation and self-efficacy for EAP writing

Acceptance date: 03/2025

This study investigates the relationship between self-regulated learning (SRL) strategies and self-efficacy among 122 undergraduates from English-medium instruction (EMI) universities. Using a mixed-methods approach that combined partial least squares structural equation modeling (PLS-SEM), hierarchical regression, and interview data, the study identified bidirectional predictive effects between SRL strategies and self-efficacy, with behavioral strategies emerging as the strongest predictor. Hierarchical regression analyses revealed no significant influence of gender or grade level on the use of SRL strategies. Complementing the quantitative findings, interview data highlighted learners’ difficulties in applying SRL strategies to improve grammar accuracy and persuasive language use, suggesting the need for more targeted SRL support in language learning contexts.

2. International Conference on Learning and Teaching 2025

Title: The role of gender in undergraduates’ self-regulation and self-efficacy for EAP writing

Acceptance date: 03/2025

This mixed-method study examines gender differences in self-regulated learning (SRL) strategies and self-efficacy (SE), as well as how gender shapes the relationship between these two variables among 122 undergraduates from English-medium instruction (EMI) universities. Using questionnaire data analyzed through Pearson correlation, independent samples t-tests, and Principal Component Analysis, alongside qualitative interview data, the study identifies distinct gender patterns in SRL and SE and reveals that the strength and nature of the SRL–SE correlation vary by gender. These findings offer nuanced insights into how male and female EMI undergraduates differentially regulate their learning and perceive their capabilities, providing implications for designing more gender-responsive SRL support in EMI contexts.