Study On The Correlation Between Intermediate International Students’ Chinese Self-regulated Learning Strategies And HSK Scores

The conventional approach to language teaching emphasizes the imparting of linguistic knowledge and improving teaching methods to enhance learners’ language proficiency,while neglecting other factors in language learning.However,second language acquisition theory and a considerable body of empirical research demonstrate that the use of self-regulated learning strategies by learners is positively correlated with their proficiency in the target language.Specifically,language learners who effectively employ self-regulated learning strategies can better master the target language and improve their Chinese proficiency.Presently,research on self-regulated learning strategies in China predominantly focuses on English as a second language learning,with little attention given to the application of self-regulated learning strategies in the field of teaching Chinese to speakers of other language.To address this gap,the current study aimed to explore the use of self-regulated learning strategies by intermediate international students,analyze the correlation between Chinese self-regulated learning strategies and HSK scores,and investigate significant differences in the use of Chinese self-regulated learning strategies between high-score and low-score groups.The study recruited 209 intermediate international students as research subjects and employed a questionnaire survey,data analysis,and interview method for research analysis.The results are as follows:(1)The average value of Chinese self-regulated learning strategy use among intermediate international students was 3.23,indicating moderate use of Chinese self-regulated learning strategies.The strategy used most frequently was external motivation,while the strategy used least frequently was the cooperative learning strategy.(2)There was a correlation(P<0.05)between self-efficacy,metacognitive strategy,cognitive strategy,intrinsic motivation,cooperative learning strategy and HSK scores,while there was no correlation(P>0.05)between external motivation,academic emotional regulation strategy and HSK scores.(3)There are significant differences(P<0.05)in the use of Chinese self-regulated learning strategies between high and low groups in self-efficacy,metacognitive strategy,cognitive strategy,intrinsic motivation and cooperative learning strategy,while there are no significant differences(P>0.05)in the use of Chinese self-regulated learning strategies between external motivation,academic emotion regulation strategy.Therefore,pedagogical recommendations based on this study include Chinese language teachers’ recognition of the importance of Chinese self-regulated learning strategies,strengthening their theoretical learning of these strategies,cultivating students’ awareness of using these strategies,and training them to apply them.International students should consciously use Chinese self-regulated learning strategies,learn to select and adjust these strategies in specific situations,continuously improve their Chinese self-regulated learning mechanisms,and effectively enhance their Chinese proficiency.