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