Self-regulated learning (SRL) is especially important in blended/flipped learning environments. This study explored and described the use of SRL in a specific language learning context. It investigated what problems Chinese-as-a-foreign-language learners (CFL) had with their Chinese language learning, whether and how they solved the problems, what SRL strategies they adopted, and what support they needed to gain the maximum benefits from the blended/flipped learning environment. Nineteen CFL learners who were in their second semester studying Chinese in a blended/flipped environment participated in the descriptive study. Self-reported data were collected using WeChat in an individualized exchange format, which was designed to help with data richness, completeness, and accuracy. The results show that students had different problems in learning, and they would benefit if they had the opportunity to learn and incorporate SRL strategies. The areas in which they needed the most help were knowing how to set a goal, how to create a plan to achieve the goal, and how to use different strategies to manage their learning and manage their time. Implications for teaching are also discussed in this study.

中文翻译：

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汉语作为外国语言学习者在翻转/混合学习环境中使用自我调节学习的描述性研究

自我调节学习（SRL）在混合/翻转学习环境中尤其重要。这项研究探索并描述了在特定语言学习环境中SRL的使用。该研究调查了作为外国语言学习者（CFL）的汉语学习存在哪些问题，他们是否以及如何解决了这些问题，采用了哪些SRL策略，以及从中获得最大利益所需的支持。混合/翻转学习环境。第二学期在混合/翻转环境中学习中文的19名CFL学习者参加了描述性研究。自我报告的数据是使用微信以个性化的交换格式收集的，旨在帮助提高数据的丰富性，完整性和准确性。结果表明，学生在学习中存在不同的问题，如果他们有机会学习和采用SRL战略，他们将受益。他们需要最大帮助的领域是知道如何设定目标，如何制定实现目标的计划以及如何使用不同的策略来管理他们的学习和时间。本研究还讨论了对教学的启示。