Selective Self-regulation Across Languages: Adapting Strategy Repertoires in Multilingual Education
Jakub Przybył
DOI: 10.18355/XL.2025.18.04.06
Abstract
This study examines self-regulated language learning in multilinguals by exploring how functional categories of learning strategies are employed across languages differing in proficiency and learner-assigned status. The dataset contains responses from 128 Polish university students, proficient in English (L2) and less advanced in their L3s—Russian, German, Swedish, Danish, Hebrew, or Ukrainian – studied as their chosen degree majors. Self-regulatory strategy use in both English and the L3s was measured using an adapted version of the Strategy Inventory for Language Learning. A linear mixed-effects model revealed a significant interaction between language and strategy category: memory and social strategies were used significantly more frequently in L3s, while no significant differences were found for cognitive, compensation, metacognitive, or affective strategies. A significant three-way interaction between language, strategy category, and L3 proficiency suggested that learners’ strategic choices are shaped by both language-specific proficiency and personal investment in their L3s.
Key words: multilingual learners, self-regulation (SR), self-regulated language learning (SRLL), language learning strategies (LLS), personal investment
Pages: 88-99
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