Self-regulation among international students studying abroad: a qualitative investigation

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dc.check.date2031-12-31
dc.check.infoControlled Access
dc.contributor.advisorHoward, Martin
dc.contributor.authorAlhazmi, Ahmeden
dc.date.accessioned2026-10-02T09:10:39Z
dc.date.available2026-10-02T09:10:39Z
dc.date.issued2026-04-30
dc.date.submitted2026-04-30
dc.descriptionControlled Access
dc.description.abstractAlthough self-regulation has been shown to affect learners’ second language learning. Few studies have examined how self-regulation shapes experiences during study abroad. Therefore, the present study aimed to investigate 1) How do self-regulation and technology use evolve during study abroad experiences? and 2) How do learners’ language contact and willingness to communicate evolve during study abroad experiences as a reflection of self-regulation? In this longitudinal study, interview data were gathered during two rounds of semi-structured interviews, conducted three months apart, with 16 international students studying abroad in Ireland. The qualitative findings indicated that most of the participants utilised self-regulation to practice English in naturalistic environments, which increased their language contact and willingness to communicate with native speakers as well as their confidence. In addition, engaging in extracurricular activities helped the participants overcome difficulties related to understanding the Irish accent. Furthermore, living with a host family or in a shared house helped the participants engage with the host culture and improve their linguistic and personal development, making them more independent, open-minded and calm. The participants also focused on self-regulated goals, such as improving their English language skills and learning about the local culture. Additionally, the participants displayed significant information-seeking activities and monitored their progress in meeting their language learning goals. Furthermore, the participants’ self-regulation evolved through the use of multifaceted technological tools, such as websites and other artificial intelligence tools, to enhance their language skills.
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationAlhazmi, A. 2026. Self-regulation among international students studying abroad: a qualitative investigation. PhD Thesis, University College Cork.
dc.identifier.endpage290
dc.identifier.urihttps://hdl.handle.net/10468/19406
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2026, Ahmed Alhazmi.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectStudy abroad
dc.subjectSecond language acquisition
dc.subjectSelf-regulation
dc.subjectWillingness to communicate
dc.subjectIndividual differences
dc.subjectLanguage engagement
dc.subjectLanguage attitudes
dc.subjectSelf-confidence
dc.subjectGoal setting
dc.subjectLanguage learning technology
dc.subjectLongitudinal study
dc.subjectThematic analysis
dc.titleSelf-regulation among international students studying abroad: a qualitative investigation
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD - Doctor of Philosophyen
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