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

Area of Science:

• Educational Psychology
• Second Language Acquisition

Background:

• Self-regulation is vital for L2 learning success.
• Traditional L2 learning orientations may not fully explain self-regulatory capacity.
• Implementation intentions offer a promising framework for enhancing self-regulation.

Purpose of the Study:

• To investigate the predictive power of L2 learning orientations and implementation intentions on self-regulation.
• To examine how different types of implementation intentions influence self-regulatory capacity.
• To understand the interplay between orientations, implementation intentions, and self-regulation in L2 learning.

Main Methods:

• A two-phase research design was employed, including a pilot study for scale validation.
• Regression analyses were used to examine the relationships among learning orientations, implementation intentions, and self-regulation.
• The study utilized a classic L2 learning orientation framework and a multi-faceted implementation intention construct.

Main Results:

• The influence of integrative and instrumental L2 learning orientations on self-regulation was significantly reduced when implementation intentions were considered.
• Implementation intentions demonstrated a substantial predictive effect on self-regulatory capacity in L2 learners.
• The study identified specific types of implementation intentions that are particularly effective in predicting self-regulation.

Conclusions:

• Strategic planning through implementation intentions is essential for L2 learners to effectively pursue goals.
• L2 learners benefit from utilizing implementation intentions to navigate situational and temporal cues.
• Future research should further explore the combined effects of orientations and implementation intentions on L2 self-regulatory capacity.