Review article
THE SOCIO-COGNITIVE APPROACH TO SELF-REGULATED LEARNING IN L2
Brankica Bošnjak Terzić
; Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb, Zagreb, Croatia
Abstract
Over the last three decades the notion of self-regulation has been increasingly investigated in the area of psychology, and over the last two decades this is true for other scientific areas. Bandura’s (1986) socio-cognitive approach has greatly improved the understanding self-regulation. The socio-cognitive approach to self-regulated learning (SRL), important for successful language learning, relates a learner’s self-regulating process with the specific learning experience and identifies the processes by which SRL and better academic achievement are achieved: the perception of self-efficacy, the use of strategies and goal orientation (Pintrich, 2004; Zimmerman, 2000). Even though the importance of SRL has been recognized in the area of FLL, there are not so many findings regarding the relationship between the use of strategies and the perception of self-efficacy in the field of FLL. The aim of the study is to present an overview of recent important studies regarding these variables and to emphasize future directions for research.
Keywords
self-regulated learning; self-regulated foreign language learning; self-efficacy; strategies; goal orientation
Hrčak ID:
171051
URI
Publication date:
30.11.2016.
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