Article published In:
EUROSLA Yearbook: Volume 16 (2016)Edited by Sarah Ann Liszka, Pascale Leclercq, Marion Tellier and Georges Daniel Véronique
[EUROSLA Yearbook 16] 2016
► pp. 59–84
Edited by Sarah Ann Liszka, Pascale Leclercq, Marion Tellier and Georges Daniel Véronique
[EUROSLA Yearbook 16] 2016
► pp. 59–84
Promoting self-regulation through collaborative work
Insights from a multiple case study of foreign language learners
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.
References
Bown, J. and White, C.J
2010 “Affect in a self-regulatory framework for language learning”. System 381: 432–443. 
Bruner, J
1983 Child’s Talk: Learning to Use Language. New York: Norton.
De Valus, D
2001 Research Design in Social Research. London: Sage.
Dörnyei, Z
2007 Research Methods in Applied Linguistics. Oxford: Oxford University Press.
2009 The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
Dörnyei, Z. and Chan, L
2013 “Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages”. Language Learning 631: 437–462.
Dörnyei, Z. and Kubanyiova, M
2014 Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom. Cambridge: Cambridge University Press.
Feryok, A
2012 “Activity theory and language teacher agency”. The Modern Language Journal 961: 95–107.
Gan, Z., Humphreys, G. and Hamp-Lyons, L
2004 “Understanding successful and unsuccessful EFL students in Chinese universities”. The Modern Language Journal 881: 229–244.
Gerring, H
2004 “What is a case study and what is it good for?” American Political Science Review 981: 341–354.
Hadwin, A., Järvelä, S. and Miller, M
2011 “Self-regulated, co-regulated, and socially shared regulation of learning”. In Handbook of Self-Regulation of Learning and Performance, B. Zimmerman and D. Schunk (eds), 65–84. New York: Routledge.
Lantolf, J.P
(ed.) 2000 Sociocultural Theory and Second Langauge Learning. Oxford: Oxford University Press.
Mizumoto, A. and Takeuchi, O
2009 “Comparing frequency and trueness scale descriptors in a Likert scale questionnaire on language learning strategies”. JLTA Journal 121: 116–136.
Nakata, Y
2006 Motivation and Experience in Foreign Language Learning. Oxford: Peter Lang.
2009 “Intrinsic motivation in the EFL school context: A retrospective study of English learning exepriences in Japanese elementary schools”. The Journal of Asia TEFL 61: 263–291.
2010 “Toward a framework for self-regulated language-learning”. TESL Canada Journal 27(2): 1–10.
2011 “Jikochosei to sonota no gakushushayouin [Self-regulated learning and other learners’ factors]”. In Dainigengoshutoku: Gengoshutokuriron kara noukagaku made [Second Language Acquisition: From SLA Theory to Neuroscience], F. Sano, H. Oka, N. Yusa and A. Kaneko (eds), 201–210. Tokyo: Taishukan.
Newman, R.S
2008 “The motivational role and self-regulated learning”. In Motivation and Self-Regulated Learning: Theory, Research, and Applications, D.H. Schunk and B.J. Zimmerman (eds), 315–337. New York: Lawrence Erlbaum.
Perry, N.E. and Rahim, A
2011 “Studying self-regulated learning in classrooms”. In Handbook of Self-Regulation of Learning and Performance, B.J. Zimmerman and D.H. Schunk (eds), 122–136. New York: Routledge.
Rogat, T.K. and Linnenbrink-Garcia, L
2011 “Socially shared regulation in collaborative groups: An analysis of the interplay between quality of self-regulation and group processes”. Cognition and Instruction 291: 375–415.
Rose, H. and Harbon, L
2013 “Self-regulation in second language learning: An investigation of the kanji-learning task”. Foreign Language Annals 461: 96–107.
Schmitz, B. and Wiese, B
2006 “New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analysis of diary data”. Contemporary Educational Psychology 311: 64–96.
Schunk, D.H. and Zimmerman, B.J
1997 “Social origins of self-regulatory competence”. Educational Psychologist 321: 195–208.
(eds.) 2008 Motivation and Self-Regulated Learning: Theory, Research, and Applications. New York: Erlbaum.
Tobin, R
2009 “Descriptive case study”. In Encyclopedia of Case Study Research, Volume 11, A.J. Mills, G. Eurepos, and E. Wiebe (eds), 288–289. Thousand Oaks: Sage.
Tsuda, A. and Nakata, Y
2013 “Exploring self-regulation in language learning: A study of Japanese high school EFL students”. Innovation in Language Learning and Teaching 71: 72–88.
Van Lier, L
1996 Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. Harlow: Longman.
Vygotsky, L.S
1978 Mind in Society. Cambridge, MA: Harvard University Press.
1986 Thought and Language (A. Kozulin, ed.). Cambridge, MA: MIT Press.
Yin, R.K
2009 Case Study Research: Design and Methods (4th edn). Los Angeles: Sage.
Zimmerman, B.J
1990 “Self-regulated learning and academic achievement: An overview”. Educational Psychologist 251: 3–17.
1998 “Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models”. In Self-Regulated Learning: From Teaching to Self-Reflective Practice, D.H. Schunk and B.J. Zimmerman (eds), 1–19. New York: Guilford.
2011 “Motivational sources and outcomes of self-regulated learning and performance”. In Handbook of Self-Regulation of Learning and Performance, B.H. Zimmerman and D.H. Schunk (eds), 49–64. New York: Routledge.
Cited by
Cited by 9 other publications
Abdolrezapour, Parisa & Nasim Ghanbari
2021. Enhancing learning potential score in EFL listening comprehension and self-regulation through self-regulated dynamic assessment procedures. Language Testing in Asia 11:1 
McEown, Kristopher & Maya Sugita-McEown
2019. Individual, parental and teacher support factors of self-regulation in Japanese students. Innovation in Language Learning and Teaching 13:4 ► pp. 389 ff.
Nakata, Yoshiyuki
2019. Encouraging student teachers to support self-regulated learning: A multiple case study on prospective language teachers. International Journal of Educational Research 95 ► pp. 200 ff.
Nakata, Yoshiyuki
2020. Promoting self‐regulation in low achievers: A case study of Japanese university EFL students. International Journal of Applied Linguistics 30:1 ► pp. 110 ff.
Nakata, Yoshiyuki
2022. Crossing Boundaries Between Teacher Autonomy and Classroom: Sharing the Concept of Socially Shared Regulation. In Language Teacher Motivation, Autonomy and Development in East Asia [English Language Education, 25], ► pp. 35 ff.
Nitta, Ryo & Kyoko Baba
2018. Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 279 ff.
Palfreyman, David M. & Philip Benson
2019. Autonomy and Its Role in English Language Learning: Practice and Research. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Palfreyman, David M. & Philip Benson
2019. Autonomy and Its Role in English Language Learning: Practice and Research. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 661 ff.
Zander Londoño, Sebastián & Mónica Roncancio Moreno
2022. ¿Cómo perciben los profesores de educación superior el aprendizaje autorregulado?. Psicoespacios 16:28 ► pp. 1 ff.
This list is based on CrossRef data as of 2 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.