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Abstract
In the context of foreign language classroom teaching, this study provides a specific overview of the self-regulated learning and language learning strategies as well as other relevant concepts and theories. The analysis focuses on guiding foreign language teachers in helping students to implement self-regulated learning strategies and motivations, adjust to their learning experience, and respond to the teaching process through the interest adjustment, then build self-regulated learning environment from a theoretical approach, expectations for enlightenment to the practices in foreign language teaching and learning. The construction of self-regulated learning environment based on foreign language classroom, represents a perspective for language teachers and learners, which is a new direction of foreign language education and has not been articulated hitherto.
Highlights
For the purposes of this study, foreign language teaching can be characterized as any deliberate endeavor to promote foreign language learning by manipulating the components and mechanisms of learning and/or the conditions under which these operate
This study attempts to construct a self-regulated learning environment based on foreign language classroom setting, which represents a new teaching paradigm for language teachers and learners
This study has focused largely on investigating the predictive ability of students’ cognitive and attitudinal outcomes based on students’ perceptions of the classroom learning environment
Summary
For the purposes of this study, foreign language teaching can be characterized as any deliberate endeavor to promote foreign language learning by manipulating the components and mechanisms of learning and/or the conditions under which these operate. Zhao likely to have different effects on different learners and different occasions of the same learners These components with various emphases given to them and distinctive qualities attached to them are the premise for a progression of learning models: assessment for learning, observation, training, objective clarification, mentoring, peer-learning, simulation, instruction, concept-formation, reflection, meta-intellectual learning, critical thinking, problem-solving, and practice. These models give different emphases to the various elements of a learning environment in foreign language education context. This study attempts to construct a self-regulated learning environment based on foreign language classroom setting, which represents a new teaching paradigm for language teachers and learners
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