Identifying L2 Regulatory-mode Profiles for Chinese Undergraduate Students

Abstract

Motivation shapes and influences students’ cognition, emotion, and behavior in learning a foreign language. Two important motivation constructs regarding regulatory modes (assessment and locomotion) have been introduced to second/foreign language learning. These two L2 regulatory modes, measured by Regulatory mode scales (RMS, Teimouri et al., 2022), were used to map profiles among students learning English as a foreign language (EFL) from Iran. However, it is not clear whether their L2 regulatory-mode profiles are able to generalize to samples in a different culture (e.g., China) and at a different developmental age. To attain these aims, this study collected data from a sample of Chinese undergraduate students. Results showed that a Chinese version of the English questionnaire was appropriate for ensuring the validity and reliability of the measure when administering this questionnaire to this population.