Monologism and Dialogism in Self-Regulated Learning (SRL) Instruction: An Evaluation

Abstract

The capacity for self-regulated learning (SRL) is now recognized as a worthy educational goal. Consequently, there have been efforts to design and develop programs that seek to teach individuals to engage in SRL. The focus of most of these programs has been on the content taught. However, the authors make the claim that the discourse employed during SRL instruction should also be given a central role due to the potential impact it may have on learning outcomes. Bakhtin’s constructs of monologism and dialogism are used to conceptualize the instructional discourse that occurs. Through a combination of ethnographic and discourse analytic methods, this study will show the learning outcomes that arise when monologism and dialogism are employed during SRL instruction. Implications for SRL instruction and future research in this area are discussed.