Speaker
Description
Self-regulated learning (SRL) is critical for second language (L2) acquisition, especially in collaborative learning settings emphasizing autonomy. Prior research has inspected factors affecting SRL individually within general learning contexts through variable-centered methods that disregard individual differences. This study applied person-centered latent profile analysis (LPA) on 373 primary school students to explore how profiles of motivation, anxiety, and proficiency collectively impact SRL in L2 collaborative learning. The LPA results favored five profiles: very-motivated-with-high-proficiency-and-low-anxiety, very-motivated-with-low-proficiency-and-high-anxiety, unmotivated-with-average-proficiency-and-average-anxiety, average-motivated-with-low-proficiency-and-average-anxiety, and average-motivated-with-high-proficiency-and-low-anxiety. Students’ profiles significantly affected their SRL strategy use, with more motivated profiles showing more frequent use of SRL strategy use. Interestingly, compared with very-motivated-with-high-proficiency-and-low-anxiety group, the very-motivated-with-low-proficiency-and-high-anxiety group used more goal-setting and planning strategies and self-evaluation strategies but less behavioral regulation strategies. These findings challenged the oversimplified correlations previously assumed between these variables, underscoring the complex motivational and emotional experiences of L2 learners within collaborative learning contexts and the need to consider individual differences in SRL across learner groups.
Biography
Barry Bai is an associate professor at the Department of Curriculum and the director of Centre for Language Education and Multiliteracies Research at the Chinese University of Hong Kong. He is a recipient of 2014/2015 Faculty Exemplary Teaching Award and has secured highly competitive research funds, Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (GRF/ECS) for 2018/2019 and 2022/2023. He served as the president of Hong Kong Association for Applied Linguistics (HAAL) during 2023-2025. Currently, he is an associate editor of European Journal of Education and Asia Pacific Journal of Education. In 2023, 2024 and 2025, he was recognized as a top 2% most cited researcher in languages and linguistics worldwide by Stanford University. Additionally, he was named a Highly Ranked Scholar by ScholarGPS in 2024 (Lifetime – top 0.05%, #20 and Prior 5 Years – top 0.05%, #3 in the specialty of primary school) and 2025 (Lifetime – top 0.05%, #12 and Prior 5 Years – top 0.05%, #3 in the specialty of primary school and #10 in the specialty of writing). His paper published in Language Teaching Research is recognized as a Highly Cited Paper in 2023, 2024 and 2025 by Clarivate. Professor Barry has provided training and professional development support to approximately 546 primary schools, 200 secondary schools, 4,500 English teachers, and 51,000 students (alongside 13,280 parents). Through his projects (e.g., GRF, QEF and SCOLAR), the participants developed and adopted school-based teaching and learning materials. Professor Barry has been a frequent keynote and plenary speaker at international ELT conferences.
| Affiliate type | University |
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