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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

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Promoting self-regulation through collaborative work

Insights from a multiple case study of foreign language learners

Published online: 10 August 2016
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https://doi.org/10.1075/eurosla.16.03nak
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.
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