L2 Motivational Self System And L2 Anxiety As Predictors Of Metacognitive Strategies In L2 Learning

With the development of e-education,self-regulated learning(SRL)has attracted much attention in the field of second language acquisition(SLA)due to the availability of more and more resources that facilitate the efficiency of SRL.In the process of SRL,a learner deploys various self-regulated strategies to control and regulate their learning to maximize the learning outcomes.Among them,metacognitive strategies are essential for a self-regulated learner yet have been studied only in a few studies.In view of this,the present study was set out to explore what and how factors influence metacognitive strategies in L2 learning,aiming to provide a reference for further understanding of metacognitive strategies.In particular,this study focuses on L2 motivational self-system(L2MSS)and L2 anxiety and examines how they affect metacognitive strategies in L2 self-regulated learning.This study employed a mixed-method approach.Through quantitative methods,including a questionnaire survey and a structural equation modeling(SEM)analysis,this study proposed and tested a model that aims to explain how the L2 MSS and L2 anxiety affect metacognitive strategies in L2 learning.Through qualitative methods,which included six interviews,this study attempted to identify possible reasons behind the association between the L2 MSS and metacognitive strategies.The quantitative analysis revealed that the three components of the L2 MSS,namely,ideal L2 self,ought-to L2 self and L2 learning experience,may positively affect metacognitive strategies whereas L2 anxiety has a negative effect on metacognitive strategies.L2 learning experience is found to have the highest effect on metacognitive strategies while L2 anxiety the least effect on metacognitive strategies.In addition,the interview data showed that apart from the L2 MSS and L2 anxiety,there are other factors that are possible to affect metacognitive strategies,including L2 learning methods,the general level of self regulations in learning different subjects,majors’ requirements for L2 proficiency,and notions about L2 learning.The results of this study suggest that L2 teachers should try to improve students’ L2 MSS through intervention so as to increase students’ level of metacognitive strategies.Teachers should also instruct students with knowledge about how to learn an L2 appropriately and effectively,which is necessary for metacognitive activities.