Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View.

• Autores: Jennifer Bown
• Localización: Modern language journal, ISSN 0026-7902, Vol. 93, Nº 4, 2009, págs. 570-583
• Idioma: inglés
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• Resumen

  • Individualized instruction, a form of materials-centered self-instruction, has a long, undocumented history in the United States. The context of individualized instruction requires learners to regulate their own learning processes, including their emotional responses to learning. This study offers a situated view of the processes and strategies learners use to manage the self-instructional process. Findings of this study suggest that contextual factors such as learners' self-beliefs and social support influence the kinds of strategies that learners employ. Moreover, self-regulation of learning in this context required that learners (a) structure the learning environment to meet their needs and (b) manage their emotional responses to individualized language learning. [ABSTRACT FROM AUTHOR]