Self-regulation in psychology

This chapter examines self-regulation from both psychological and second language acquisition (SLA) perspectives. It begins by considering how to conceptualize the construct from a psychological perspective with a particular focus on core essential features of self-regulation. The chapter looks at the construct within SLA and explain the processes involved in self-regulated language learning on the basis of two leading models of strategic self-regulation. The chapter concludes with a discussion of the main research and practical implications. Self-regulation in SLA refers to the processes in which the learner proactively controls the cognitive, emotional, motivational, and behavioral aspects of their language learning. In SLA, researchers have typically focused on examining the interconnections among motivation, self-regulation, and autonomy. In addition to second language (L2) learners’ internal variables, some studies have examined the relationship between self-regulation in language learning and social-cultural variables. Research efforts have been made to explore how strategies for self-regulating L2 learning can develop from participation in cultural-specific activities.