• YEE FENG NEO Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Malaysia.
  • JIE YAN CHAN Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Malaysia.
  • CHIN SHUANG GOH Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Malaysia.
  • AYISHA HUIQIN ZHANG Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Malaysia.



learning strategies, metacognitive self-regulation, mandarin, foreign language


Due to China’s rapid economic development, there has been an increased demand for Chinese language education in Malaysia. The utilization of appropriate language learning strategies plays a crucial role in ensuring successful learning outcomes. Therefore, the objective of this research is to investigate learners’ perception regarding their use of learning strategies in acquiring Mandarin as a foreign language. A quantitative survey was conducted among 148 students enrolled in an Introductory Mandarin course in a public university. The survey employed a 5 Likert-scale and consisted of four sessions which are demographic profile, cognitive components, metacognitive self-regulation and resource management. The collected data were analyzed using SPSS. The findings indicate that the resource management components “environment management” and “help-seeking” received a highest mean scores (M=4.14, 4.15), followed by the cognitive component “rehearsal” (M=4). Conversely, metacognitive self-regulation strategies had the lowest mean score (M=3.78). Furthermore, the research also reveals a strong positive correlation between metacognitive self-regulation, cognitive strategies and resource management strategies in foreign language learning. It is hoped that this study can provide insights for instructors to enhance their teaching approach to facilitate students' learning.


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How to Cite

NEO, Y. F., CHAN, J. Y., GOH, C. S., & ZHANG, A. H. (2024). THE INFLUENCE OF METACOGNITIVE SELF-REGULATION ON LEARNING STRATEGIES IN MANDARIN LEARNING. Quantum Journal of Social Sciences and Humanities, 5(2), 87–103.