International Journal of Research Studies in Management
CollabWritive Special Issue
2025 Volume 13 Issue 6
Available Online: 20 September 2025
Author/s:
Gong, Shuang*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (806893605@qq.com)
Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines (ramauhay@lpubatangas.edu.ph)
Abstract:
In an era of globalization, English proficiency and intercultural competence are crucial for Chinese college students aiming to thrive in international academic and professional environments. This study investigated the interrelationships among learner autonomy, self-regulated learning (SRL) strategies, and pedagogical preferences in English as a Foreign Language (EFL) education among Chinese undergraduates. Using a descriptive quantitative design, data were collected from 456 students at a vocational college in Hunan Province through validated questionnaires assessing autonomy (in terms of willingness, self-confidence, motivation, and capacity to learn), SRL strategies (meta-cognitive, cognitive, meta-affective, meta-sociocultural-interactive, and sociocultural-interactive), and pedagogical preferences (traditional, blended, differentiated, and inquiry-based instruction). The findings revealed that participants exhibited moderate to high levels of autonomy and SRL strategy use, with motivation being the strongest aspect of autonomy and sociocultural-interactive strategies the most frequently employed SRL approach. Significant differences were observed based on gender, grade level, and years of English learning, but not academic major. Notably, male freshmen with fewer years of English study demonstrated higher autonomy and strategy use. Positive correlations were found among autonomy, SRL strategies, and pedagogical preferences, indicating that more autonomous learners tend to use SRL strategies more effectively and prefer diverse, student-centered teaching methods. Based on these results, a tailored language learning program was proposed to enhance autonomy, SRL strategies, and alignment with pedagogical preferences. The program includes confidence-building activities, emotional self-regulation training, interactive traditional teaching enhancements, and structured peer support systems. Recommendations are offered for university administrators, educators, and curriculum designers to foster a more adaptive, supportive, and effective EFL learning environment that promotes learner independence and intercultural communication skills.
Keywords: learner autonomy, self-regulated learning strategies, pedagogical preferences, Chinese college students, EFL learning outcomes
DOI: https://doi.org/10.5861/ijrsm.2025.25096
Cite this article:
Gong, S., & Mauhay, R. C. A. (2025). Foreign language learners’ autonomy, self-regulated learning strategy and pedagogical preferences among Chinese college students. International Journal of Research Studies in Management, 13(6), 281-296. https://doi.org/10.5861/ijrsm.2025.25096
* Corresponding Author