Collaborative Learning and Self-Regulation: The Mediating Role of Self-Efficacy

Self-regulated learning is vital for empowering students to take charge of their learning and actively manage their academic efforts. However, second language learners often struggle with self-regulation, indicating a need for support in developing self-regulation strategies. This study aimed to explore the interplay among collaborative learning, self-efficacy, and self-regulation in a blended learning English course, utilizing an online survey questionnaire completed by 91 undergraduate students. Three multiple regression analyses were conducted to scrutinize the mediating role of self-efficacy in the relationship between collaborative learning and self-regulation. The mediating effect was further validated by a bootstrapping method, which demonstrated that self-efficacy partially mediated the relationship. These results have important implications for educators, highlighting the need to create effective collaborative learning experiences that foster self-regulation skills in second language learners.