The Nature and Use of Technology-Based Self-Regulated Learning Strategies Among EFL Students

This study explored the nature and use of technology-based self-regulated learning (SRL) strategies among the Chinese university students. A total of 20 undergraduate students in mainland China were invited to participate in a focus group interview. The students reported using four types of technology-based SRL strategies including cognitive, meta-cognitive, social behavioral, and motivational regulation strategies. Among the strategies, technology-based vocabulary learning was reported to be a dominant strategy by the students. This study opens a new window to understanding how English as a foreign language (EFL) students utilize different strategies to learn English in technology-based learning context.

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