Abstract
The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.
Highlights
Today’s enhanced technological devices allow almost limitless exposure to information on a global scale, with everincreasing opportunities for nearly anyone to access it
The study seeks answers to the following research questions: Research Question 1: What is the level of reported use of self-regulated language learning (SRL) among language learners in higher education before participating in scenario-based SRL strategy instruction? Research Question 2: To what extend does scenariobased instruction affect learners’ reported use of SRL strategies in their language learning? Research Question 3: Does scenario-based SRL instruction have a significant impact on increasing awareness of SRL strategies among language learners?
When the scores of the groups for each category were compared utilizing Friedman test, the results indicated no significant differences between the two groups for memory (p = .43 > .05, df = 1, χ2 = 0.60), cognitive (p = .15 > .05, df = 1, χ2 = 1.98), compensation (p = .05 = .05, df = 1, χ2 = 3.63), metacognitive (p = 1.00 > .05, df = 1, χ2 = 0.00), affective (p = .59 > .05, df = 1, χ2 = 0.28), and social (p = .43 > .05, df = 1, χ2 = 0.60) strategies
Summary
Today’s enhanced technological devices allow almost limitless exposure to information on a global scale, with everincreasing opportunities for nearly anyone to access it. A majority of the studies on the topic provide valuable theoretical and instructional discussions, emphasizing the need to plan and implement instructional designs that guide and scaffold learners in forming effective language learning strategies. In an attempt to contribute to SRL implementation, the present study aims to develop such an instructional design to raise awareness of SRL strategies among language learners by using scenario-based instruction based on Oxford’s (2011) Strategic, Self-Regulation (S2R) Model. SAGE Open self-regulating one’s own learning is rooted in the situated theory for learning, scenario-based learning design developed in this study is proposed to provide intentional use of authentic situations to exemplify context-specific themes (Errington, 2005). The study seeks answers to the following research questions: Research Question 1: What is the level of reported use of SRL among language learners in higher education before participating in scenario-based SRL strategy instruction? The study seeks answers to the following research questions: Research Question 1: What is the level of reported use of SRL among language learners in higher education before participating in scenario-based SRL strategy instruction? Research Question 2: To what extend does scenariobased instruction affect learners’ reported use of SRL strategies in their language learning? Research Question 3: Does scenario-based SRL instruction have a significant impact on increasing awareness of SRL strategies among language learners?
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