Autonomous Learning Support Outside the Classroom: Focusing on the Planning and Reflection Phases of Self-Regulated Learning Theory

Abstract

The aim of this study was to examine the effects of providing guidance and opportunities for learners to engage in autonomous learning outside the classroom, with a specific focus on the forethought and self-reflection phases of self-regulated learning theory. The seven-week learning support using a self-study log provided Japanese language learners with opportunities to visualize their out-of-class learning activities. As a result, even within a short period of time, learners acquired stronger self-reflection skills compared to the control group. This study demonstrates that support based on self-regulated learning theory can solidify and enhance Japanese language learners’ self-regulation skills during out-of-class learning, providing valuable insights for Japanese language instructors aiming to cultivate learner autonomy. Based on the findings, future recommendations include interventions that provide specific support for students who struggle with concrete planning and instruction in strategies for effective self-regulated learning. Additionally, fostering learners’ self-efficacy through scaffolding and acknowledging the role of teacher feedback may further contribute to their self-regulation.