Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners (Book Review)

Abstract

Over the past 40 years, experts in the field of educational psychology have conducted extensive research on self-regulated learning (SRL) as a learning theory. The theory of SRL refers to a learner’s ability to understand and control their learning environment through goal setting, self-monitoring, self-instruction, and self-reinforcement in order to succeed in their studies (Schraw et al., 2006). Teachers who understand the application of self-regulated learning strategies may help their students gain important insight for transferring knowledge, skills, and abilities from one field to another. Furthermore, it helps the students prepare for lifelong learning and become autonomous learners. In her recent book Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners, Lin Sophie Teng explains the principles of using SRL theory in language learning, specifically through the application of SRL to students in a second language (L2) writing class. The book offers valuable knowledge for teachers to understand how to foster integrated strategies of SRL and language learning strategies in all of their students to succeed in language learning. [First paragraph]