Performance Control, Reflection, and Attainment in Instructed Language Learning: A Longitudinal Study of Self‐Regulation in L2 English and L2 German Courses

Abstract

Self‐regulation (SR) plays a central role in instructed language learning, as it enables learners to set goals, monitor progress, and adapt learning behaviour through reflection. We investigate the contribution of two core self‐regulatory processes—performance control (PC) and reflection (R)—to attainment (A) in structure‐focused L2 English and L2 German courses. In the context of our study, these courses are taught to language majors and involve explicit, analytically oriented instruction in language structure, including phonology, morphology, syntax, and semantics, rather than skills‐focused language teaching. Addressing calls to move beyond self‐report measures, we drew on behavioural indicators of self‐regulation, including engagement in non‐graded Moodle activities and participation in structured reflection tasks. Data was collected longitudinally at four time points over one academic year from 119 learners enrolled in English L2/German L3 ( n = 70) and German L2/English L3 ( n = 49) programmes. Relationships among PC, R, and A were examined using longitudinal linear mixed‐effects models consistent with cyclical accounts of self‐regulated learning. Analyses supported a process‐consistent pattern in which R was associated with PC, while PC predicted A and R showed no direct association with A once PC was included in the model. Importantly, these relationships differed across L2 learning contexts, with PC showing a stronger association with A in L2 German than L2 English. The findings point to the value of linking structured reflection with behavioural engagement in low‐stakes practice, particularly in the L2 German context, rather than treating reflection as an isolated instructional target.