In response to questions about language learning strategies as a field of inquiry, Oxford’s (2011) Strategic Self-Regulation (S2R) Model conceptualizes strategies within the larger frame of self-regulation. While there is existing literature on language learner self-regulation, this study uniquely explores the language learning strategies of an advanced learner through the lens of Strategic Self-Regulation (S2R). A series of interviews were conducted with the participant over a period of two years. Elements of the Strategic Self-Regulation (S2R) Model were identifiable in the data. Clearly, there was dynamic and fluid interaction between personal attributes, goals, tasks, and situational contexts during the self-access learning. The participant’s strategies were expanded and adapted based on needs and perceptions. Results of the study provide a better understanding of how self-regulation actually works on the individual level.
關聯:
Studies in Self-Access Learning Journal 13(1), p. 60-76
