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摘要：Instructional technology has changed the way of learning and the network-basedlearning has provided a wide choice of limitless resources. However, frequently,students are required to leam and apply skills independently and self-directly.Students should be capable of facilitating their own learning, and it seems thatnetwork-based learning creates a need for their self-regulated learning.

Heping (2000) discusses thesignificance of using SR in foreign language learning from the aspect ofmeta-cognition and consider that learners' meta-cognition have certain impact ontheir language learning. Wang Liwei (2007) points out that the meta-cognitivestrategies are the most important one among the three learning strategies(meta-cognitive strategies, cognitive strategies and socio-affective strategies), amongwhich the planning, regulating and evaluating strategy guarantee successful learningactivities. Tan Yingbing and Mo Lijun (2009) point out that knowing what strategieshave been used during the learning process means that the learners conduct SR onlearning, thus SR awareness can be greatly improved.

Chapter 2 Literature Review

This chapter is an overview of SR relevant to the study, it consists of five parts:Section 2.1, the researcher will elaborate the definition and the characteristics of SR.Section 2.2 narrates language learning principles and the characteristics ofnetwork-based language learning. Then, in Sections 2.3, the previous research onSRC in the network-based language learning both aboard and at home is to bereviewed respectively. Finally, section 2.4 will elaborate the research gaps andresearch questions.

2.1 Definition and Characteristics of SR

2.1.1 The Definition of SR
The root of SR can date back to the developmental learning theory. For instance,Piaget (1976) brings forward autonomous regulation, active regulation and consciousregulation. Autonomous regulation means that carrying out regulation on act is one'sunconscious behavior and intrinsic will of controlling his act to get on the right track.That is to say, the learner constantly regulates his/her performance, rectifies andadjusts his/her action. Active regulation can be said to be the trial and error. It impliesthat the learners test one thing through conducting practical actions that produceconcrete and definite results. Conscious regulation includes the conceptualization ofhypothesis that can be tested and confirmed through evidence. When the learners aremature enough, Piaget defines the stage as “formal function stage，，，during which onecan consciously invent, devise, ascertain and adjust theories and actions by practicaland factual experimentation,

Chapter 3 Methodology............ 29-35
    3.1 Participants of the Research..........29
    3.2 Instruments ..........29-32
        3.2.1 Interview.......... 30
        3.2.2 Questionnaire.......... 30-32
    3.3 Data Collection..........32-33
    3.4 Data Analysis.......... 33-35
Chapter 4 Results..........35-45
    4.1 Quantitative Results..........35-42
    4.2 Qualitative Result.......... 42-44
    4.3 Summary ..........44-45
Chapter 5 Discussion ..........45-59
    5.1 Quantitative Summary.......... 45-53
    5.2 Qualitative Summary..........53-55
5.3 Strategies to Enhance Non-English Majors' SRC..........55-59

Conclusion

Due to the inadequacies of the study, further investigations are needed.
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