فهرست نشریات علمی دسترسی آزاد ایران

Self-regulated learning theories emphasize individual autonomy, yet their applicability in collectivist educational contexts where teacher authority prevails remains theoretically contested. This study uniquely applies Bayesian structural equation modeling to examine culturally-mediated self-regulated learning in Vietnamese English as a Foreign Language contexts. Using an explanatory sequential mixed-methods design, stratified purposive sampling across institutional types recruited 329 participants from three Vietnamese universities during designated class periods. Bayesian structural equation modeling analyzed quantitative data, followed by reflexive thematic analysis of 24 semi-structured interviews. Teacher support emerged as the strongest predictor of self-regulated learning (β = 0.51), with technology acceptance demonstrating moderate effects (β = 0.34). A significant interaction effect (β = 0.19) revealed synergistic relationships, with students exhibiting 1.7 times greater self-regulatory behaviors when both variables operated at high levels. The combined model explained 45% of the variance. Qualitative findings revealed that Vietnamese students conceptualize learning autonomy as inherently social, requiring instructor scaffolding rather than independence from external guidance. Students distinguished between "guided technology use" that enhanced learning and "assigned technology use" that produced compliance without benefits. These findings challenge individualistic assumptions underlying self-regulated learning models by demonstrating that effective autonomy development operates through culturally-mediated mechanisms. The study contributes methodologically by demonstrating Bayesian approaches' analytical advantages while revealing fundamental limitations in universal learning theories when applied across diverse cultural contexts.