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Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners
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DOI：10.1016/j.system.2026.104093.png)
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Abstract
En 中文
While research into multilingual identity and self-regulation among language learners has been flourishing in recent years and the relations between identity and identity-driven behaviors have been well-discussed, few studies have investigated the potential links between these two important self-constructs and their connection to language achievement. In order to address this gap, this study investigated the relationships between English as a foreign language (EFL) students' multilingual identity (i.e., language evaluations, language emotions, and language experiences), self-regulated learning (SRL) strategy use, and English language achievement, with particular attention to the role of gender. Specifically, we tested a moderated mediation model in which SRL strategy use served as a mediator between multilingual identity and English achievement, and gender served as a moderator of the indirect effect. Data was collected through a questionnaire completed by 1554 middle school students (aged 11–15) in the Chinese mainland. Results of an independent sample t-test revealed that female students reported significantly more positive language evaluations and emotions, higher frequency of SRL strategy use, and higher English achievement than their male peers. However, results from Multi-Group Structural Equation Modelling (MGSEM) indicated that the conditional indirect effect of multilingual identity on English achievement through SRL strategy use did not differ significantly between male and female students. Implications for Chinese students’ multilingual identity and SRL strategy use instruction in language learning are discussed.
Keywords:
Multilingual identity
Self-regulated learning strategy use
Language learning
Gender
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