Abstract
Abstract This classroom-based observational study explored the relationship among young adolescent L2 learners’ self-regulated learning (SRL), SRL behaviours, and L2 use during group work. Although recent research has examined SRL concerning specific L2 skills (e.g., listening) via questionnaires, learners’ actual behaviours during interaction have rarely been investigated. Participants were Grades 7 and 8 (12–14 years old) EFL learners in Chile. First, participants answered an SRL questionnaire. Then, they engaged in a group project (20 groups in total) whose objective was to create a newsletter for the school. Their interactions during the group project were video-recorded (over 300 min in total). A coding scheme for SRL behaviours was developed by focusing on both verbal and nonverbal cues related to SRL. Their L2 use was analysed by focusing on the number of words, turns, and language-related episodes (LREs). The correlational analyses showed that the more SRL behaviours, the more L2 use, implying that when learners engage in SRL behaviours, it is more likely that they would benefit from group work for their L2 learning. Implications for pedagogical interventions for SRL are discussed.
Published Version
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