Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach

Purpose: The significance of self-regulated learning (SRL) strategies has been extensively discussed in second language acquisition (SLA) research. However, their specific influence on EFL students' task engagement has remained under-explored. To address this gap, this study analyzed the correlation and predictor power of different components of SRL metastrategy use and task engagement.