Reexamining the role of regulatory focus in second language achievement

Abstract In this study, we approximately replicated Papi and Khajavy’s (2021) investigation into the regulatory focus in second language acquisition, applying their approach to a significantly larger cohort of 855 Chinese second language (L2) learners. In contrast with the original study, our research employed the College English Test Band 4 (CET-4), a standardized English test, to better align with the Chinese educational context. This methodological shift allowed for a nuanced exploration of the regulatory focus’s role in language learning among Chinese students. Our results predominantly reinforce the crucial role of regulatory focus in language learning, echoing Papi and Khajavy’s findings. We discovered notable parallels in how promotion positively influences ideal own and ideal other, and how prevention negatively impacts ought own and ought other. However, a unique finding of our study was the stronger impact of ought selves on L2 anxiety and enjoyment in the Chinese context. This highlights the nuanced influence of socioeducational environments on regulatory focus strategies, suggesting contextual variability in language learning strategies.