Determinants of Strategic Self-Regulation: A Study of Mandarin and Arabic Learners

Abstract

Utilisation of metacognitive strategies and self-regulation are essential elements of effective foreign language acquisition, especially for languages deemed "challenging" or "remotely related" to a learner's native language. This research examined the factors influencing strategic self-regulation in university students studying Mandarin and Arabic. Utilizing a quantitative survey design, data were collected from 137 language learners regarding their use of nine key metacognitive strategies, including planning, monitoring, and seeking social opportunities for language use. The research examined three primary potential determinants: language type (Mandarin vs. Arabic), gender, and prior learning experience. The instrument demonstrated high internal consistency (Cronbach’s alpha = .916). Results from Independent Samples T-tests revealed that language type was a significant determinant of strategic self-regulation, t(135) = 2.465, p = .015, with Mandarin learners reporting significantly higher strategy usage (M = 4.01, SD = 0.54) compared to Arabic learners (M = 3.72, SD = 0.72). In contrast, gender and past experience were not identified as statistically significant factors of strategy adoption. The findings indicate that the cognitive and structural requirements of the target language may significantly influence a learner's metacognitive framework more than individual demographic factors. The study concludes with pedagogical implications for language instructors, highlighting the need for targeted metacognitive training that accounts for the unique challenges of specific foreign languages.