抄録
This paper looks into proactive learning in proactive, interactive and deep learning, which Ministry of Education, Culture, Sports, Science and Technology has recently promoted. Since proactive learning is mainly composed of self-regulated learning (SRL) and its relevant factors such as self-efficacy and intrinsic motivation, the study investigated relationships between English proficiency and those SRL and relevant factors for Japanese EFL learners. The survey was conducted, in the framework of Zimmerman’s SRL model (1998), to university students (n = 238) in 2023, using a 6-point-Lickert questionnaire (k = 64) concerning English proficiency, four SRL factors (planning, effort, monitoring and evaluation), three mindset factors (general, L2 learning and language acquisition), self-efficacy and intrinsic motivation. Its findings for Japanese EFL learners include: (a) monitoring in SRL and mindset on L2 learning are respectively primary and secondary explanatory factors of English proficiency; (b) higher than lower English proficiency learners excel in most of the factors; and (c) EIKEN pre-second grade level may divide proactive and non-proactive learners.
