NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ862472
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0026-7902
Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View
Bown, Jennifer
Modern Language Journal, v93 n4 p570-583 Win 2009
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A