EFFECTS OF L2 LEARNING ORIENTATIONS AND IMPLEMENTATION INTENTIONS ON SELF-REGULATION

In this study, a classic L2 learning orientation framework and a multi-faceted implementation intention construct were used to predict self-regulation. Attention was particularly paid to the way in which different types of implementation intentions predicted the self-regulatory capacity. A two-phase research design was executed. A pilot was conducted to ensure the reliability and validity of the scales. In the main study, a series of regression analyses examined the links among the variables of interest. The modeling results indicated that the effects of the integrative and instrumental orientations were substantially diminished after the implementation intentions were incorporated into the orientation structure. The empirical findings strongly suggest the need for L2 learners to utilize strategic planning in response to situational and temporal cues in the process of goal pursuit. Further discussions focused on the effects of both orientations and implementation intentions on the self-regulatory capacity in language learning.