Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenarios

Akiko Fukuda

Abstract

The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios — a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth — while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants’ values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value.

Keywords:

Publication history

Date received: 7 June 2024

Date accepted: 7 October 2024

Published online: 6 December 2024

Table of contents

Abstract
Keywords
References
Address for correspondence

The importance of self-regulated learning (SRL) has long been recognized for its potential to promote continuous and independent engagement in foreign language (L2) learning. Learners who engage in SRL activate and sustain their cognition, motivation, behavior, and affect to achieve their learning goals (Schunk & Greene, 2018). Given the positive impact of SRL on attaining high levels of L2 competence (Dörnyei, 2005), self-regulated learners are expected to strategically set appropriate goals, monitor their progress, and evaluate their performance, thus creating a positive feedback loop. According to Pintrich (2000), SRL involves an interplay between motivational and cognitive processes, suggesting that motivational constructs are essential prerequisites for effective SRL. In other words, this goal-oriented approach relies on the support of motivational beliefs.

References

Azevedo, R., Greene, J. A. & Moos, D. C.

(2007) The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition Learning 2 , 67–87.

Bai, B., & Wang, J.

(2020) The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27 (1), 207–228.

Barron, K. E., & Hulleman, C. S.

(2014) Expectancy-value-cost model of motivation. International Encyclopedia of the social & behavioral sciences In J. D. Wright, International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp. 503–509). Elsevier.

Cong-Lem, N.

(2020) Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement. TESL Canada Journal, 37 (3), 1–26.

Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B.

(2017) Situational expectancies and task values: Associations with students’ effort. Learning and Instruction, 47 , 53–64.

Dörnyei, Z.

(2005) The psychology of the language learner: Individual differences in second language acquisition. Routledge.

Dörnyei, Z., & Ryan, S.

(2015) The psychology of the language learner revisited. Routledge.

Eccles, J. S., & Wigfield, A.

(2002) Motivational beliefs, values, and goals. Annual Review of Psychology, 53 , 109e 132.

Eccles, J. S., Wigfield, A.

(2020) From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61 , 101859.

Fereday, J., & Muir-Cochrane, E.

(2006) Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5 (1), 80–92.

Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E.

(2015) Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41 . pp. 232–244.

Fukuda, A.

(2018) The Japanese EFL learners’ self-regulated language learning and proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22 (1), 65–87.

García Botero, G., Questier, F., & Zhu, C.

(2019) Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Computer Assisted Language Learning, 32 (1–2), 71–97.

Ghasemi, A. A., & Dowlatabadi, H. R.

(2018) Investigating the role of task value, surface/deep learning strategies, and higher order thinking in predicting self-regulation and language achievement. The Journal of Asia TEFL, 15 (3), 664–681.

Kage, M.

(2013) Gakushu iyoku no riron [Theory of learning motivation]. Kanekoshobo.

Karabenick, S. A., Berger, J.-L., Ruzek, E., & Schenke, K.

(2021) Strategy motivation and strategy use: Role of student appraisals of utility and cost. Metacognition and Learning, 16 (2), 345–366.

Kubota, R.

(2002) The Impact of globalisation on language teaching in Japan. In D. Block, & D. Cameron (Eds.), Globalization and language teaching (pp. 13–28). Routledge.

Loh, E. K. Y.

(2019) What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86 , 102119.

Mackey, A., & Gass, S. M.

(2005) Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.

Meyer, J., Fleckenstein, J., & Köller, O.

(2019) Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74.

Murphy, L.

(2011) ‘Why am I doing this?’ Maintaining motivation in distance language learning. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation, and autonomy in language learning (pp. 107–124). Multilingual Matter.

Nakata, Y.

(2013) Perspectives on L2 motivation: Bridging the gaps between teachers, SLA researchers and teacher educators. In M. T. Apple, D. D. Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 309–325).

Oxford, R. L.

(2016) Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge; Taylor & Francis.

Pintrich, P. R.

(2000) The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.

Pintrich, P. R., & De Groot, E. V.

(1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33–40.

Reeve, J.

(2001) Understanding motivation and emotion (3rd Ed.). Harcourt.

Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S.

(2020) More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology, 112 (1), 166–182.

Schunk, D. H.

(1998) Teaching elementary students to self-regulated practice of mathematical skills with modeling. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: from teaching to self-reflective practice. (pp., 137–159). The Guilford Press.

Schunk, D. H., & Greene, J. A.

(2018) Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 1–15). Routledge.

Seker, M.

(2016) The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20 (5), 600–608.

Teng, L. S.

(2021) Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research. Advance online publication.

(2022) Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53 , 100645.

Ushioda, E.

(2013) Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan. In M. Apple, D. Da Silva & T. Fellner (Eds.), Language learning motivation in Japan (pp. 1–14). Multilingual Matters.

Vansteenkiste, M., Lens, W., & Deci, E. L.

(2006) Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychology, 41 (1), 19–31.

Wang, Q., & Xue, M.

(2022) The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13 , 1–8.

Wigfield, A.

(1994) The role of children’s achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications. (pp. 101–124). Lawrence Erlbaum Associates.

Wigfield, A., & Eccles, J. S.

(2000) Expectancy-Value Theory of Achievement Motivation. Contemporary educational psychology, 25 (1), 68–81.

Wigfield, A., Hoa, L. W., & Klauda, S. L.

(2008) The role of achievement values in the regulation of achievement behaviors. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 169–195). Lawrence Erlbaum Associates Publishers.

Wolters, C. A., & Brady, A. C.

(2021) College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33 , 1319–1351.

Xie, Q., & Andrews, S.

(2013) Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling. Language Testing, 30 (1), 49–70.

Zhang, R., & Zou, D.

(2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning, 1–38.

Zimmerman, B. J.

(2000) Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic Press.

(2008) Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45 (1), 166–183.

Zimmerman, B. J., & Martinez-Pons, M.

(1986) Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23 (4), 614–628.

Zimmerman, B. J., & Schunk, D. H.

(2007) Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Lawrence Erlbaum.