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Article published In:
Qualitative Research on Language Learning Strategies and Self-Regulation
Edited by Nathan Thomas, Jason Schneider and Sihan Zhou
[AILA Review 37:2] 2024
► pp. 388–415

Unveiling task value and self-regulated language learning strategies among Japanese learners of English

Insights from different EFL learning scenarios

ORCID logo | Toyo University
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: self-regulated learning, task value, cost, strategies, English as a foreign language learning
Article outline
  • Introduction
  • Literature review
    • Self-regulated learning in L2 learning contexts
    • Task value in the SRL context
    • (Situated) expectancy-value theory and task value classification
    • EFL students’ task value in Asia
    • Problem statements and research questions
  • Methods
    • Research setting and participants
    • Measures and research instruments
      • Semi-structured interviews
      • Scenario-based roleplay performance and think-aloud protocols
    • Data collection procedures
    • Data analysis
  • Results
    • Participants’ perceived values of learning English (RQ1)
    • SRL strategies employed in four English learning scenarios (RQ2)
      • Metacognitive strategies
      • Cognitive strategies
      • Motivational strategies
      • Behavioral strategies
    • Patterns of perceived values and SRL strategy use across learning scenarios (RQ3)
  • Discussion
  • Conclusion
  • References
Published online: 6 December 2024
DOI logo
https://doi.org/10.1075/aila.24024.fuk
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Cited by one other publication

Thomas, Nathan, Jason Schneider & Sihan Zhou
2024. Qualitative research on language learning strategies and self-regulation. AILA Review 37:2 ► pp. 177 ff. DOI logo

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