From following to forging paths: Environmental self-regulation in digital extramural language learning

Current self-regulated language learning models have primarily addressed the regulation of the learner self while under-recognizing the environment as a target of self-regulation. Situated in the context of digital extramural language learning, this study aimed to conceptualize environmental self-regulation (ESR) and establish the construct validity of its operationalization. Using a sequential mixed-method design, this study first explored the substantive forms of ESR through semi-structured interviews with 20 English as a Foreign Language (EFL) learners. A scale for its measurement was constructed and tested for validity with over 900 Chinese EFL learners using factor analysis and structural equation modelling. The qualitative findings showed that ESR offered a useful lens for understanding how learners construct and manage digital extramural language learning environments. The quantitative phase established three types of validity evidence of the scale: internal consistency, divergent validity (i.e., differentiation from other self-regulatory measures), and predictive ability for vocabulary knowledge. This study introduced an “environmental” perspective on self-regulated language learning in the digital extramural context and offered a validated instrument for its measurement.