Take an Integrative View of Learner Training

Techniques and procedures for promoting self-direction in language learning are commonly known as “learner training” (Sinclair, 2000). The findings of the present study may be of significance to people who are working on various learner-training programs. The present study showed that motivational regulation was influenced by motivational beliefs and had an impact on the use of language-learning strategies and English achievement. According to Zimmerman (1989), individuals can be viewed as self-regulated learners to the extent that they are metacognitively, motivationally, and behaviorally active participants in their own learning processes. Most current learner-training programs, however, appear to be frequently equated with pure learning-strategy training, lacking due attention to students’ motivational background and self-regulation of motivation. The findings of the present study call for an expansion of the current learner training in the field of FL learning to include: identifying pedagogical approaches in an attempt to foster adaptive goal orientations and nurture self-efficacy in students’ learning process; and training students to regulate their motivation to deal with motivational problems they encounter in the process of English learning. Such an expansion is in line with the major goal of language education, that is, to train the students to be self-regulated learners. Therefore, language teachers and educators should take an integrative view of learner training to train students to be truly self-regulated learners.

 
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