Abstract
This study examines the factors contributing to the success of proficient English learners among Kosen students from a self-regulation perspective. Despite the common struggle with English proficiency in Kosen, some students manage to acquire it successfully. To explore the factors behind this, interviews were conducted with ten English-proficient Kosen students, and their responses were qualitatively analyzed using the Modified Grounded Theory Approach. The results indicated that these students set clear goals and exhibited intrinsic motivation to learn English. They also took a broad perspective on their own English learning methods and devised ways to turn them into habits to achieve their goals. Additionally, they considered career plans leveraging their language abilities.
https://ror.org/04xfwhf17 
