Promoting self-regulation through collaborative work

2016 ◽  
Vol 16 ◽  
pp. 59-84 ◽  
Author(s):  
Yoshiyuki Nakata
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Collaborative Work ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Research Literature ◽  
Social Aspect ◽  
Multiple Data ◽  
Hands On ◽  
Multiple Case

There is plenty of evidence both from classrooms and from research literature suggesting that the teacher can help monitor learners’ minds, seeing beyond their surface behaviour, and can thereby help them deal with learning issues more appropriately. Self-regulation is one of the key factors determining success in foreign language learning, and self-regulated language learning should be seen as an important aspect of L2 study. This paper reports on a multiple case study of two graduate students who took part in a hands-on workshop on self-regulated language learning. It asks what is going on in their minds to account for success or lack of success in performance. A qualitative analysis of multiple data sources revealed that through the hands-on workshop and the focus-group interview, the participants came to be able to monitor what was impeding their language learning and decide what they needed to do to make the flow of the self-regulation cycle smoother. The qualitative analysis also highlighted the reciprocal and cyclical relations between self-regulation and co-regulation, suggesting need of the social aspect in explaining the cyclical phases of self-regulation.

The importance of the self: using online diaries in the EFL classroom

2021 ◽  
Vol 11 (2) ◽  
pp. 395-412
Author(s):  
Micòl Beseghi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Expressive Writing ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Self Awareness ◽  
Final Questionnaire ◽  
Diary Writing

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives

2017 ◽  
Vol 8 (4) ◽  
pp. 419-439 ◽  
Author(s):  
Mochamad Subhan Zein
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Collaborative Work ◽  
Language Planning ◽  
Foreign Language Learning ◽  
Language Planning And Policy ◽  
Policy Interpretation

AbstractThis paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Understanding Self-Regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki

2014 ◽  
pp. 460-465
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Performance Monitoring ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
And Performance

As a learning advisor who has been working in self-access learning for six years, I consider myself to be familiar with the field of learner autonomy and self-directed learning, drawing on the work of Henri Holec (1981), David Little (1991), Phil Benson (2011), Anita Wenden (1998) and others in my advising practice, curriculum design projects and research. From time to time in my work, I have come across the concept of self-regulation, as opposed to self-direction, and have had the opportunity to attend several presentations on the subject, where I have found myself in a familiar-sounding yet ultimately different universe. Some of the constructs used were familiar to me, but the terms used to describe them (such as forethought and performance monitoring instead of planning and reflection), and the researchers most referenced (typically Zimmermann and Schunk (2011) as opposed to Holec or Benson) were notably different. I was thus eager to take part in the symposium at Shimonoseki City University, Yamaguchi, entitled Self-Regulation in Foreign Language Learning: Shared Perspectives, to learn more about it. The symposium ran for two days, with only one presentation room, which meant that every participant was able to attend all the presentations. This and the relatively small size (around 40 participants over the weekend) created a friendly and supportive atmosphere, conducive to discussion and the sharing of ideas.

scholarly journals Researching Self-Regulated Learning and Foreign Language Learning

2014 ◽  
pp. 430-442
Author(s):  
Paul Collett
Keyword(s):  
Language Learning ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Self Regulated Learning ◽  
Situational Contexts ◽  
Starting Point ◽  
Regulated Learning ◽  
Key Issues ◽  
Testing Potential ◽  
Potential Methods

Self-regulation of learning is a topic of increasing interest for foreign or second language educators. Understanding how we can help our learners develop the strategies and capabilities that contribute to self-regulated learning (SRL) requires a firm grounding in existing research and theory, and a commitment to researching and testing potential methods within the situational contexts of the learning environment. Ensuring valid, replicable research results requires attention to a number of important factors in research design and implementation. This article provides an overview of some key issues of concern for research, ideally serving as a starting point or guide for those interested in expanding our knowledge of best practices for enhancing SRL in the language learning classroom.

Dealing with Anxiety in Foreign Language Learning Classroom

2020 ◽  
Vol 11 (2) ◽  
pp. 269
Author(s):  
Ehab Saleh Alnuzaili ◽  
Nasir Uddin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Qualitative Method ◽  
Foreign Language Learning ◽  
Research Literature ◽  
Learning Motivation ◽  
Classroom Situation ◽  
Learning Anxiety

Anxiety is a major factor that handicap learners’ cognition in learning. Learners in foreign language learning (FL) suffer from anxiety due to various reasons. Studies found that higher level of anxiety affects the learning process and lowers down learning motivation. In light of research literature, this paper aims at finding out the most serious reasons of FL learning anxiety and its effects on learners’ FL learning process. The study draws on the existing scholarship in the theorizing for anxiety in FL learning settings. The study followed the qualitative method of research. The findings reveal that anxiety negatively affects the learning and achievements of students. This study also suggests effective techniques to help learners get rid of FL learning anxiety in classroom situation.

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