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 Editorial

2014 ◽  
pp. 315-319
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Opportunity To Learn ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Language Studies ◽  
Regulatory Strategies ◽  
Directed Learning

The idea for this special issue on self-regulation in foreign language learning arose from a symposium we held from December 7-8, 2013, at Shimonoseki City University. We convened the symposium with the support of a grant-in-aid for scientific research from the Japan Society for the Promotion of Science. This grant was awarded to help with the investigation of the use of supplementary learning materials designed to develop language learners’ self-regulatory strategies, a four year research project that is nearing conclusion. The aim of the symposium was not so much to showcase our own work, but to create an opportunity to learn from others and to share findings from practice and research. Through our participation at various conferences reporting on the results of our project, we had come to realize that there was significant interest in the application of self-regulated learning to foreign language studies, and, indeed, that there was a growing body of people engaged in research and educational practices related to this topic. We also noticed that many people involved in learner autonomy and self-directed learning were reporting findings similar to our own, so we were interested in achieving some sort of collaboration or discussion between educators working in these fields. The symposium brought up many issues which have influenced our own research and practices, and we hope that by sharing this with the wider community that the conversation will continue to grow.

Supporting Learning Self-Regulation through a PLE

2016 ◽  
pp. 1129-1156
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

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.

scholarly journals Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications

2018 ◽  
Vol 8 (2) ◽  
pp. 445-469
Author(s):  
Melissa Williamson Hawkins
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research University ◽  
English Language ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Language Program ◽  
Self Regulated Learning ◽  
Educational Environments ◽  
Directed Learning

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. 

Supporting Learning Self-Regulation through a PLE

2018 ◽  
pp. 1018-1046
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

Supporting Learning Self-Regulation through a PLE

2013 ◽  
pp. 127-162
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners’ performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

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