Evaluating Foreign Language Teachers’ Self-regulation Learning Promotion and Students’ Views on SRL in Writing Instruction

Year 2017, Volume: 3 Issue: 2, 66 - 79, 10.12.2017

Ayça Dinçer Meral Şeker

Abstract

Developing self-regulated learning (SRL) strategies
has been emphasized to be crucial for effective writing skills in second
language learning contexts. However, implementing SRL skills and guiding
learners to become self-regulated individuals requires special consideration by
teachers and program developers. In addition, language learners should also
take the responsibility of their own learning through the use of strategies
employed by their teachers in order to be competent in the target language.
Since integrating SRL in writing instruction is a rather complex process,
teachers should internalize and integrate them in their teaching efficiently
and enable students to be aware of their learning process, plan how to proceed,
monitor their own performance and take their following action upon the tasks.
In this respect, the study aims to determine whether language teachers promote
SRL in their writing course instruction and if they do, what kind of methods
they use is the other issue that will be explored. The study also seeks to
reveal language learners’ views on SRL in their writing classes in order to
indicate both teachers’ and students’ perspectives on SRL. The data was
gathered via Teaching and Learning Strategies Questionnaire and semi-structured
interviews with English Language teachers and students at a state university.
The results reveal that students reported use of goal setting, metacognitive
knowledge activation, task value activation, and time management strategies are
at moderate levels. It has also been found that teachers implement those
strategies at low to moderate levels with limited number of methods and tasks
utilized to guide learners. The findings are meant to emphasize the need for
higher levels of SRL instruction in second language writing to promote
autonomous learners.

Keywords

Self-regulation, writing, metacognitive knowledge, goal setting

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