Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study

Abstract This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, also their associations with individual factors (gender, grade, reading proficiency, beliefs). With sequential explanatory mixed-methods design, students grades 11 12 ( n = 1,113) completed comprehension test questionnaire regarding strategy use factors, some 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized high, medium, low levels SRL-strategy use. Self-efficacy extrinsic motivation most powerfully predicted an individual’s profile membership; all intrinsic variables significantly higher learners from strategy-use profile. Moreover, proficiency did not predict membership, but more still achieved scores as group tendency.