Article published in:Social and Cultural Aspects of Language Learning in Study Abroad
Edited by Celeste Kinginger
[Language Learning & Language Teaching 37] 2013
► pp. 47–74
Self-regulatory strategies of foreign language learners
From the classroom to study abroad and beyond
Motivation plays an important role in foreign language (FL) learning outcomes, academic performance, and student persistence in language study. Success depends not only on learners possessing motivation from within; they must also see themselves as agents of processes shaping their motivation. Taking an activity theory perspective, this study traces the development of self-regulatory strategies (Dörnyei 2001), i.e motivation maintenance strategies, goal-setting strategies, and language-learning strategies of three U.S. college students of French over several years, including a six-week sojourn in France. Findings point to the value of reflective narrative data as a tool to support FL learners’ self regulation and to the need for new forms of motivational scaffolding to assist students both in and out of the classroom.
Published online: 31 July 2013
Cited by other publications
Cigliana, Kassie A. & Raquel Serrano
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
Jackson, Jane & Xinren Chen
Jackson, Jane & John W. Schwieter
LEE, SHENG-HSUN & CELESTE KINGINGER
Seibert Hanson, Aroline E. & Melisa Dracos
This list is based on CrossRef data as of 23 october 2020. 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.