Self-regulation from educational psychology to L2 pedagogy: An alternative to language learning strategies

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Abstract

Language learning strategy was the focus of many studies during the last two decades. Because of definitional fuzziness and unreliable instrument, the concept of language learning strategy was replaced by self-regulation in educational psychology. Subsequently, this shift affected L2 research. The notion of self-regulation is used in some L2 studies today (Tseng, Dörnyei & Schmitt, 2006; Rose, 2011b, Banisaeid, 2013a, 2013b). Self-regulation is more process-oriented while language learning strategy is more product-oriented. Although it only encompasses the metacognitive strategy, the general domain of it is meaningfully wider than the strategic framework. It covers some aspects in the learning process as motivation, goals and self-efficacy.

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Banisaeid, M., & Huang, J. (2014). Self-regulation from educational psychology to L2 pedagogy: An alternative to language learning strategies. International Journal of Applied Linguistics and English Literature, 3(1), 240–244. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.240

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