Boosting language learning with MCII strategy: A quasi-experimental study on secondary students
DOI:
https://doi.org/10.24200/jonus.vol9iss2pp218-240Abstract
Background and Purpose: Foreign language learning has long been a research topic, with pedagogical challenges frequently examined. While self-regulation is recognized as critical to student motivation and success, the effectiveness of specific self-regulatory strategies in foreign language learning merits further investigation. This study sought to explore the impact of a self-regulatory strategy, mental contrasting with implementation intentions (MCII), on secondary students’ foreign language learning performance.
Methodology: This quasi-experimental study involved 47 fifth-grade students attending a foreign language course at a secondary school. Participants were assigned to an MCII group (n=27) or a comparison group (n=20). The MCII group received instruction on identifying goals, envisioning the best outcome, anticipating obstacles, and creating plans to overcome them. The comparison group received instruction on identifying goals and envisioning the best outcome. Grade point averages in the English course from the first and second semesters were used as pre-test and post-test measures. A general linear model was used to analyse the data.
Findings: The MCII group performed significantly better in the foreign language course at the end of the semester than the comparison group, with a medium effect size (η2p = .11). Participants in the MCII condition achieved higher GPA difference scores (M= 8.15, SD = 10.05) than those in the comparison condition (M= 2.82, SD= 6.17).
Contributions: MCII strategy fosters goal-directed behaviour, goal striving, and, ultimately, goal achievement. Practitioners can create and use MCII forms tailored to students' grade levels to enhance their goal striving and achievement in foreign language learning.
Keywords: Foreign language learning, intervention, self-regulation, academic performance, quasi-experimental study.
References
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Adi Kasuma, S. A. (2017). Using Facebook for English language learning: The differences among gender and ethnicity. Journal of Nusantara Studies, 2(1), 177-193.
Adriaanse, M. A., De Ridder, D. T., & Voorneman, I. (2013). Improving diabetes self-management by mental contrasting. Psychology & Health, 28(1), 1-12.
Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., De Ridder, D. T., & De Wit, J. B. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40(7), 1277-1293.
Al Mubarak, A. A. (2017). Sudanese students’ perceptions of using Facebook for vocabulary learning at university level. Journal of Nusantara Studies, 2(1), 170-176.
Altunel, İ. (2019). Bridging the Gap: A study on the relationship between mindset and foreign language anxiety. International Online Journal of Education and Teaching, 6(3), 690-705.
Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: Insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207-228.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs.
Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister. Routledge.
Bursalı, N., & Öz, H. (2018). The role of goal setting in metacognitive awareness as a self-regulatory behavior in foreign language learning. International Online Journal of Education and Teaching, 5(3), 662-671.
Chien, T. H. (2020). Mental contrasting as a technique to lower learners' levels of anxiety when completing communicative tasks in a Chinese beginning classroom [Unpublished doctoral dissertation]. Brigham Young University.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Daymiel, R. J., Cantina, J., Van Ryan, I. A., Comecilla, M. O., Patay, A. S., & Recamara, J. T. (2022). Anxiety in second language in relation to students’ speaking performance. Sprin Journal of Arts, Humanities and Social Sciences, 1(08), 396-410.
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
Duckworth, A. L., Kirby, T. A., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, 4(6), 745-753.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. Self-Regulation and Autonomy: Social and Developmental Dimensions of Human Conduct, 40(1), 208-230.
Eken, M., & Gündoğdu, K. (2021). Language learning strategies and self-regulation skills of university preparatory school and private language course students. International Journal of Current Approaches in Language, Education and Social Sciences, 3(1), 83-114.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145.
Gollwitzer, A., Oettingen, G., Kirby, T. A., Duckworth, A. L., & Mayer, D. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503.
Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta‐analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119.
Gollwitzer, P. M., Gawrilow, C., & Oettingen, G. (2010). In R. R. Hassin, K. N. Ochsner, & Y. Trope (Eds.), Self-control in society, mind, and brain (pp. 279–296). Oxford University Press.
Gollwitzer, P. M., Mayer, D., Frick, C., & Oettingen, G. (2018). Promoting the self-regulation of stress in health care providers: An internet-based intervention. Frontiers in Psychology, 9(838), 1-11.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Kirk, D., Oettingen, G., & Gollwitzer, P. M. (2011). Mental contrasting promotes integrative bargaining. International Journal of Conflict Management, 22(4), 324-341.
Kirk, D., Oettingen, G., & Gollwitzer, P. M. (2013). Promoting integrative bargaining: Mental contrasting with implementation intentions. International Journal of Conflict Management, 24(2), 148-165.
Kizilcec, R. F., & Cohen, G. L. (2017). Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures. Proceedings of the National Academy of Sciences, 114(17), 4348-4353.
Kutuk, G., Putwain, D., Kaye, L., & Garrett, B. (2022). The development and preliminary validation of a new measure of self-efficacy. Itl - International Journal of Applied Linguistics, 174(2), 230-262.
Lee, M., Bong, M., & Kim, S. I. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology, 67, 1-14.
Li, Z. (2019). Meta-cognitive strategies in college students’ WeChat Mobile EnglishLearning. Advances in Social Sciences Research Journal, 6(5), 83–89.
Liau, A. K., Neihart, M., Teo, C. T., Goh, L. S., & Chew, P. (2018). A quasi-experimental study of a fitbit-based self-regulation intervention to improve physical activity, well-being, and mental health. Cyberpsychology, Behavior, and Social Networking, 21(11), 727-734.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Marquardt, M. K., Oettingen, G., Gollwitzer, P. M., Sheeran, P., & Liepert, J. (2017). Mental contrasting with implementation intentions (MCII) improves physical activity and weight loss among stroke survivors over one year. Rehabilitation Psychology, 62(4), 580-590.
Martenstyn, J. A., & Grant, A. M. (2022). An online, comparative effectiveness trial of mental contrasting with implementation intentions (MCII) versus solution-focused coaching (SFC) questions. Coaching: An International Journal of Theory, Research and Practice, 15(1), 60-84.
Nguyen, N., Nghia, T., Thy, P., & Nhi, H. (2022). The relationship between students’ self-efficacy beliefs and their English language achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102-112.
Oettingen, G. (2012). Future thought and behaviour change. European Review of Social Psychology, 23(1), 1-63.
Oettingen, G., & Gollwitzer, P. (2010). Strategies of setting and implementing goals: Mental contrasting and implementation intentions. In J.E. Maddux & J.P. Tangney (Eds.), Social psychological foundations of clinical psychology (pp. 114-135). Guilford Press.
Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198-1212.
Oettingen, G., & Reininger, K. M. (2016). The power of prospection: Mental contrasting and behavior change. Social and Personality Psychology Compass, 10(11), 591-604.
Oettingen, G., & Wittchen, M. (2013). Regulating goal pursuit through mental contrasting with implementation intentions. In E.A. Locke & G.P. Latham (Eds.), New developments in goal setting and task performance (pp. 547-572). Routledge.
Oettingen, G., Hönig, G., & Gollwitzer, P. M. (2000). Effective self-regulation of goal attainment. International Journal of Educational Research, 33(7-8), 705-732.
Oettingen, G., Kappes, H. B., Guttenberg, K. B., & Gollwitzer, P. M. (2015). Self‐regulation of time management: Mental contrasting with implementation intentions. European Journal of Social Psychology, 45(2), 218-229.
Oettingen, G., Mayer, D., Thorpe, J. S., Janetzke, H., & Lorenz, S. (2005). Turning fantasies about positive and negative futures into self-improvement goals. Motivation and Emotion, 29(4), 236-266.
Oettingen, G., Pak, H. J., & Schnetter, K. (2001). Self-regulation of goal-setting: Turning free fantasies about the future into binding goals. Journal of Personality and Social Psychology, 80(5), 736-753.
Orbell, S., Hodgkins, S., & Sheeran, P. (1997). Implementation intentions and the theory of planned behavior. Personality and Social Psychology Bulletin, 23(9), 945-954.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Sailer, P., Wieber, F., Pröpster, K., Stoewer, S., Nischk, D., Volk, F., & Odenwald, M. (2015). A brief intervention to improve exercising in patients with schizophrenia: A controlled pilot study with mental contrasting and implementation intentions (MCII). BMC Psychiatry, 15(1), 1-12.
Schunk, D. H., & Zimmerman, B. J. (2023). Self-regulation of learning and performance: Issues and educational applications. Taylor & Francis.
Sending, V. (2014). Thinking success, behaving successfully: The relation between hypothetical thinking strategies, effort towards goal attainment and grit [Unpublished Master thesis]. UiT Norges arktiske universitet.
Sheeran, P., Harris, P., Vaughan, J., Oettingen, G., & Gollwitzer, P. M. (2013). Gone exercising: Mental contrasting promotes physical activity among overweight, middle-aged, low-SES fishermen. Health Psychology, 32(7), 802-809.
Sheeran, P., Webb, T. L., & Gollwitzer, P. M. (2005). The interplay between goal intentions and implementation intentions. Personality and Social Psychology Bulletin, 31(1), 87-98.
Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4–14). Longman.
Stadler, G., Oettingen, G., & Gollwitzer, P. M. (2010). Intervention effects of information and self-regulation on eating fruits and vegetables over two years. Health Psychology, 29(3), 274-283.
Stan, R. (2016). Complicated problems have simple solutions-noncognitive learning strategies for increasing academic engagement. Romanian Journal of School Psychology, 9(18), 37-42.
Teng, L. S., & Zhang, L. J. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics, 43(3), 587-595.
Valshtein, T. J., Oettingen, G., & Gollwitzer, P. M. (2020). Using mental contrasting with implementation intentions to reduce bedtime procrastination: Two randomised trials. Psychology & Health, 35(3), 275-301.
Velasquez-Sheehy, S. (2015). A study of the impact of mental contrasting and implementation intentions on academic performance [Unpublished doctoral dissertation]. DePaul University.
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 731721.
Wilang, J., & Duy, T. (2021). Relationships of language learning variables in the acquisition of third languages in a multilingual context. International Journal of Evaluation and Research in Education, 10(4), 1117-1124.
Wilkinson, L. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54(8), 594-604.
Zhang, R., Cheng, G., & Chen, X. (2020). Game-based self-regulated language learning: Theoretical analysis and bibliometrics. Plos One, 15(12), e0243827.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Adi Kasuma, S. A. (2017). Using Facebook for English language learning: The differences among gender and ethnicity. Journal of Nusantara Studies, 2(1), 177-193.
Adriaanse, M. A., De Ridder, D. T., & Voorneman, I. (2013). Improving diabetes self-management by mental contrasting. Psychology & Health, 28(1), 1-12.
Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., De Ridder, D. T., & De Wit, J. B. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40(7), 1277-1293.
Al Mubarak, A. A. (2017). Sudanese students’ perceptions of using Facebook for vocabulary learning at university level. Journal of Nusantara Studies, 2(1), 170-176.
Altunel, İ. (2019). Bridging the Gap: A study on the relationship between mindset and foreign language anxiety. International Online Journal of Education and Teaching, 6(3), 690-705.
Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: Insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207-228.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs.
Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister. Routledge.
Bursalı, N., & Öz, H. (2018). The role of goal setting in metacognitive awareness as a self-regulatory behavior in foreign language learning. International Online Journal of Education and Teaching, 5(3), 662-671.
Chien, T. H. (2020). Mental contrasting as a technique to lower learners' levels of anxiety when completing communicative tasks in a Chinese beginning classroom [Unpublished doctoral dissertation]. Brigham Young University.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Daymiel, R. J., Cantina, J., Van Ryan, I. A., Comecilla, M. O., Patay, A. S., & Recamara, J. T. (2022). Anxiety in second language in relation to students’ speaking performance. Sprin Journal of Arts, Humanities and Social Sciences, 1(08), 396-410.
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
Duckworth, A. L., Kirby, T. A., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, 4(6), 745-753.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. Self-Regulation and Autonomy: Social and Developmental Dimensions of Human Conduct, 40(1), 208-230.
Eken, M., & Gündoğdu, K. (2021). Language learning strategies and self-regulation skills of university preparatory school and private language course students. International Journal of Current Approaches in Language, Education and Social Sciences, 3(1), 83-114.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145.
Gollwitzer, A., Oettingen, G., Kirby, T. A., Duckworth, A. L., & Mayer, D. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503.
Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta‐analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119.
Gollwitzer, P. M., Gawrilow, C., & Oettingen, G. (2010). In R. R. Hassin, K. N. Ochsner, & Y. Trope (Eds.), Self-control in society, mind, and brain (pp. 279–296). Oxford University Press.
Gollwitzer, P. M., Mayer, D., Frick, C., & Oettingen, G. (2018). Promoting the self-regulation of stress in health care providers: An internet-based intervention. Frontiers in Psychology, 9(838), 1-11.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Kirk, D., Oettingen, G., & Gollwitzer, P. M. (2011). Mental contrasting promotes integrative bargaining. International Journal of Conflict Management, 22(4), 324-341.
Kirk, D., Oettingen, G., & Gollwitzer, P. M. (2013). Promoting integrative bargaining: Mental contrasting with implementation intentions. International Journal of Conflict Management, 24(2), 148-165.
Kizilcec, R. F., & Cohen, G. L. (2017). Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures. Proceedings of the National Academy of Sciences, 114(17), 4348-4353.
Kutuk, G., Putwain, D., Kaye, L., & Garrett, B. (2022). The development and preliminary validation of a new measure of self-efficacy. Itl - International Journal of Applied Linguistics, 174(2), 230-262.
Lee, M., Bong, M., & Kim, S. I. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology, 67, 1-14.
Li, Z. (2019). Meta-cognitive strategies in college students’ WeChat Mobile EnglishLearning. Advances in Social Sciences Research Journal, 6(5), 83–89.
Liau, A. K., Neihart, M., Teo, C. T., Goh, L. S., & Chew, P. (2018). A quasi-experimental study of a fitbit-based self-regulation intervention to improve physical activity, well-being, and mental health. Cyberpsychology, Behavior, and Social Networking, 21(11), 727-734.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Marquardt, M. K., Oettingen, G., Gollwitzer, P. M., Sheeran, P., & Liepert, J. (2017). Mental contrasting with implementation intentions (MCII) improves physical activity and weight loss among stroke survivors over one year. Rehabilitation Psychology, 62(4), 580-590.
Martenstyn, J. A., & Grant, A. M. (2022). An online, comparative effectiveness trial of mental contrasting with implementation intentions (MCII) versus solution-focused coaching (SFC) questions. Coaching: An International Journal of Theory, Research and Practice, 15(1), 60-84.
Nguyen, N., Nghia, T., Thy, P., & Nhi, H. (2022). The relationship between students’ self-efficacy beliefs and their English language achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102-112.
Oettingen, G. (2012). Future thought and behaviour change. European Review of Social Psychology, 23(1), 1-63.
Oettingen, G., & Gollwitzer, P. (2010). Strategies of setting and implementing goals: Mental contrasting and implementation intentions. In J.E. Maddux & J.P. Tangney (Eds.), Social psychological foundations of clinical psychology (pp. 114-135). Guilford Press.
Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198-1212.
Oettingen, G., & Reininger, K. M. (2016). The power of prospection: Mental contrasting and behavior change. Social and Personality Psychology Compass, 10(11), 591-604.
Oettingen, G., & Wittchen, M. (2013). Regulating goal pursuit through mental contrasting with implementation intentions. In E.A. Locke & G.P. Latham (Eds.), New developments in goal setting and task performance (pp. 547-572). Routledge.
Oettingen, G., Hönig, G., & Gollwitzer, P. M. (2000). Effective self-regulation of goal attainment. International Journal of Educational Research, 33(7-8), 705-732.
Oettingen, G., Kappes, H. B., Guttenberg, K. B., & Gollwitzer, P. M. (2015). Self‐regulation of time management: Mental contrasting with implementation intentions. European Journal of Social Psychology, 45(2), 218-229.
Oettingen, G., Mayer, D., Thorpe, J. S., Janetzke, H., & Lorenz, S. (2005). Turning fantasies about positive and negative futures into self-improvement goals. Motivation and Emotion, 29(4), 236-266.
Oettingen, G., Pak, H. J., & Schnetter, K. (2001). Self-regulation of goal-setting: Turning free fantasies about the future into binding goals. Journal of Personality and Social Psychology, 80(5), 736-753.
Orbell, S., Hodgkins, S., & Sheeran, P. (1997). Implementation intentions and the theory of planned behavior. Personality and Social Psychology Bulletin, 23(9), 945-954.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Sailer, P., Wieber, F., Pröpster, K., Stoewer, S., Nischk, D., Volk, F., & Odenwald, M. (2015). A brief intervention to improve exercising in patients with schizophrenia: A controlled pilot study with mental contrasting and implementation intentions (MCII). BMC Psychiatry, 15(1), 1-12.
Schunk, D. H., & Zimmerman, B. J. (2023). Self-regulation of learning and performance: Issues and educational applications. Taylor & Francis.
Sending, V. (2014). Thinking success, behaving successfully: The relation between hypothetical thinking strategies, effort towards goal attainment and grit [Unpublished Master thesis]. UiT Norges arktiske universitet.
Sheeran, P., Harris, P., Vaughan, J., Oettingen, G., & Gollwitzer, P. M. (2013). Gone exercising: Mental contrasting promotes physical activity among overweight, middle-aged, low-SES fishermen. Health Psychology, 32(7), 802-809.
Sheeran, P., Webb, T. L., & Gollwitzer, P. M. (2005). The interplay between goal intentions and implementation intentions. Personality and Social Psychology Bulletin, 31(1), 87-98.
Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4–14). Longman.
Stadler, G., Oettingen, G., & Gollwitzer, P. M. (2010). Intervention effects of information and self-regulation on eating fruits and vegetables over two years. Health Psychology, 29(3), 274-283.
Stan, R. (2016). Complicated problems have simple solutions-noncognitive learning strategies for increasing academic engagement. Romanian Journal of School Psychology, 9(18), 37-42.
Teng, L. S., & Zhang, L. J. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics, 43(3), 587-595.
Valshtein, T. J., Oettingen, G., & Gollwitzer, P. M. (2020). Using mental contrasting with implementation intentions to reduce bedtime procrastination: Two randomised trials. Psychology & Health, 35(3), 275-301.
Velasquez-Sheehy, S. (2015). A study of the impact of mental contrasting and implementation intentions on academic performance [Unpublished doctoral dissertation]. DePaul University.
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 731721.
Wilang, J., & Duy, T. (2021). Relationships of language learning variables in the acquisition of third languages in a multilingual context. International Journal of Evaluation and Research in Education, 10(4), 1117-1124.
Wilkinson, L. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54(8), 594-604.
Zhang, R., Cheng, G., & Chen, X. (2020). Game-based self-regulated language learning: Theoretical analysis and bibliometrics. Plos One, 15(12), e0243827.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
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2024-07-31
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Boosting language learning with MCII strategy: A quasi-experimental study on secondary students. (2024). Journal of Nusantara Studies (JONUS), 9(2), 218-240. https://doi.org/10.24200/jonus.vol9iss2pp218-240
