A Model for Self-Regulated Distance Language Learning

Y

15

Distance Education; Second Language Learning; Personal Autonomy; Independent Study; Learning Strategies; Course Organization; Models; Case Studies; English (Second Language); College Instruction

10.1080/01587910902845956

0158-7919

The role of learner autonomy and self-regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self-regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self-regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students. (Contains 1 figure.)

As Provided

52

2009

EJ855708