Exploring self-regulated learning behaviours of young second language learners during group work
-
Claudia Dussuel Lam
und
Masatoshi Sato
Abstract
This classroom-based observational study explored the relationship among young adolescent L2 learners’ self-regulated learning (SRL), SRL behaviours, and L2 use during group work. Although recent research has examined SRL concerning specific L2 skills (e.g., listening) via questionnaires, learners’ actual behaviours during interaction have rarely been investigated. Participants were Grades 7 and 8 (12–14 years old) EFL learners in Chile. First, participants answered an SRL questionnaire. Then, they engaged in a group project (20 groups in total) whose objective was to create a newsletter for the school. Their interactions during the group project were video-recorded (over 300 min in total). A coding scheme for SRL behaviours was developed by focusing on both verbal and nonverbal cues related to SRL. Their L2 use was analysed by focusing on the number of words, turns, and language-related episodes (LREs). The correlational analyses showed that the more SRL behaviours, the more L2 use, implying that when learners engage in SRL behaviours, it is more likely that they would benefit from group work for their L2 learning. Implications for pedagogical interventions for SRL are discussed.
Appendix A: Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI)
Name: _________________________________ RUT: ________________________
English studying questionnaire.
Below are statements about what you may or may not do when you work on a task in English, how you feel about it, and what you do when you study English in general. To what extent do you agree or disagree with the statements? Circle the number that fits your answer according to the following scale:
| Strongly disagree | Strongly agree | |||
|
|
|||
| 1 | 2 | 3 | 4 | 5 |
| Statement | Likert scale | ||||
|---|---|---|---|---|---|
| 1. Before I start my schoolwork, I read the instructions carefully. |
1 |
2 |
3 |
4 |
5 |
| 2. Before I start my schoolwork, I ask myself: ‘What is it about? What do I already know about it?’ |
1 |
2 |
3 |
4 |
5 |
| 3. Before I start my schoolwork, I ask myself: ‘Do I know what type of a task this is?’ |
1 |
2 |
3 |
4 |
5 |
| 4. If I get a task similar to one I have already done, I ask myself: “How did I approach it last time? Was that a good approach?” |
1 |
2 |
3 |
4 |
5 |
| 5. Before I start my schoolwork, I ask myself: ‘What do I feel about this task (fun, difficult, interesting, …)?’ |
1 |
2 |
3 |
4 |
5 |
| 6. Before I start my schoolwork, I ask myself: ‘Will I succeed?’ |
1 |
2 |
3 |
4 |
5 |
| 7. Before I start my schoolwork, I decide what to do first and what later. |
1 |
2 |
3 |
4 |
5 |
| 8. If I find my schoolwork difficult, I allow more time for it. |
1 |
2 |
3 |
4 |
5 |
| 9. If I have to do a large assignment, I start some days before and every day I do a piece of it. |
1 |
2 |
3 |
4 |
5 |
| 10. Before I start my schoolwork, I think how much time I will need. |
1 |
2 |
3 |
4 |
5 |
| 11. When studying, I read or recall everything again and again until I know it by heart. |
1 |
2 |
3 |
4 |
5 |
| 12. When studying, I copy everything until I know it by heart. |
1 |
2 |
3 |
4 |
5 |
| 13. When studying, I cover up part of the material and try to say it out loud. |
1 |
2 |
3 |
4 |
5 |
| 14. When studying, I practise until I know everything. |
1 |
2 |
3 |
4 |
5 |
| 15. When studying, I try to repeat the new material in my own words. |
1 |
2 |
3 |
4 |
5 |
| 16. When studying, I make a summary. |
1 |
2 |
3 |
4 |
5 |
| 17. When studying, I use tricks or mnemonics to remember something easier. |
1 |
2 |
3 |
4 |
5 |
| 18. When studying, I link it to what I already know. |
1 |
2 |
3 |
4 |
5 |
| 19. When studying, I look for examples connected to what I am learning. |
1 |
2 |
3 |
4 |
5 |
| 20. When studying, I make up test questions and answer them after studying. |
1 |
2 |
3 |
4 |
5 |
| 21. When studying, I make a scheme or a mind map. |
1 |
2 |
3 |
4 |
5 |
| 22. When studying, I mark important information or write it down. |
1 |
2 |
3 |
4 |
5 |
| 23. When studying, I look for the main subjects or topics. |
1 |
2 |
3 |
4 |
5 |
| 24. When studying, I figure out the meaning of difficult words. |
1 |
2 |
3 |
4 |
5 |
| 25. After finishing my schoolwork, I go over my answers again. |
1 |
2 |
3 |
4 |
5 |
| 26. After finishing my schoolwork, I check that I haven’t forgotten anything. |
1 |
2 |
3 |
4 |
5 |
| 27. After finishing my schoolwork, I check if I have done everything that was asked for. |
1 |
2 |
3 |
4 |
5 |
| 28. After finishing my schoolwork, I ask myself: ‘Have I done it the right way?’ |
1 |
2 |
3 |
4 |
5 |
| 29. After finishing my schoolwork, I ask myself: ‘Will I use a similar approach next time, or should I choose a different approach?’ |
1 |
2 |
3 |
4 |
5 |
| 30. After finishing my schoolwork, I ask myself: ‘Did that way of doing it worked well?’ |
1 |
2 |
3 |
4 |
5 |
| 31. After finishing my schoolwork, I ask myself: ‘How did I feel about it? (fun, difficult, boring, interesting, …)?’ |
1 |
2 |
3 |
4 |
5 |
Appendix B: Worksheet for the group project
| Criterion | Yes | No |
|---|---|---|
| The content is clear, concise, and relevant to the audience. | ||
| The main message is easily understood. | ||
| Verify that headlines are attention-grabbing and accurately reflect the content. | ||
| Subheadings should provide a quick overview of each section. | ||
| Check for consistent use of colours, fonts, and logos. | ||
| Confirm that images are high-quality and relevant. | ||
| Check for any spelling or grammatical errors. |
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Supplementary Material
This article contains supplementary material (https://doi.org/10.1515/iral-2024-0226).
© 2024 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Young L2 learners in diverse instructional contexts
- Research Articles
- Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
- Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
- Exploring self-regulated learning behaviours of young second language learners during group work
- Developmental trajectories of discourse features by age and learning environment
- Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
- Exploring teacher-student interaction in task and non-task sequences
- Children learning Mongolian as an additional language through the implementation of a task-based approach
- “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
- Regular Articles
- Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
- A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
- Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
- Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
- Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
- General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
- Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
- Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
- Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
- The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
- An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
- “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
- Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
- Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
- A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
- Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
- The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
Artikel in diesem Heft
- Frontmatter
- Editorial
- Young L2 learners in diverse instructional contexts
- Research Articles
- Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
- Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
- Exploring self-regulated learning behaviours of young second language learners during group work
- Developmental trajectories of discourse features by age and learning environment
- Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
- Exploring teacher-student interaction in task and non-task sequences
- Children learning Mongolian as an additional language through the implementation of a task-based approach
- “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
- Regular Articles
- Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
- A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
- Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
- Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
- Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
- General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
- Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
- Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
- Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
- The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
- An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
- “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
- Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
- Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
- A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
- Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
- The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
