I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION

This study examined the effectiveness of using self-assessment and explicit strategy instruction to develop self-regulation in 4 th grade lower-intermediate English Language Learners (ELLs) in an English-medium international school. The study took place in the English as an Additional Language (EAL)...

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Autor principal:	Samantha Azatova
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	explicit strategy instruction overconfidence self-regulation self-regulatory cycle Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/26e5b6f7c2d540008a2fd0d09dd66003
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id	oai:doaj.org-article:26e5b6f7c2d540008a2fd0d09dd66003
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spelling	oai:doaj.org-article:26e5b6f7c2d540008a2fd0d09dd660032021-11-24T16:32:51ZI CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION0215-773X2356-264110.15639/teflinjournal.v32i2/183-213https://doaj.org/article/26e5b6f7c2d540008a2fd0d09dd660032021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1555https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641This study examined the effectiveness of using self-assessment and explicit strategy instruction to develop self-regulation in 4 th grade lower-intermediate English Language Learners (ELLs) in an English-medium international school. The study took place in the English as an Additional Language (EAL) Department of the school, which is a student support department that works with students to develop English proficiency in order for them to participate in an English-medium school. In comparison with other levels of ELLs, it was found that intermediate students at the 4 th grade were the least able to make gains in English language development due to overconfidence in their current language proficiency. To overcome this, they were taught to use a selfregulatory cycle in conjunction with self-assessment and explicit strategy instruction. After four months, the students were consistently able to set goals using elements of the self-assessment tool they were taught and the strategies they learned, monitor their progress, and then reflect on their growth as English language learners. These findings are discussed in terms of their relevance to student growth as autonomous, engaged English learners.Samantha AzatovaAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articleexplicit strategy instructionoverconfidenceself-regulationself-regulatory cycleLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	explicit strategy instruction overconfidence self-regulation self-regulatory cycle Language and Literature P Philology. Linguistics P1-1091
spellingShingle	explicit strategy instruction overconfidence self-regulation self-regulatory cycle Language and Literature P Philology. Linguistics P1-1091 Samantha Azatova I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
description	This study examined the effectiveness of using self-assessment and explicit strategy instruction to develop self-regulation in 4 th grade lower-intermediate English Language Learners (ELLs) in an English-medium international school. The study took place in the English as an Additional Language (EAL) Department of the school, which is a student support department that works with students to develop English proficiency in order for them to participate in an English-medium school. In comparison with other levels of ELLs, it was found that intermediate students at the 4 th grade were the least able to make gains in English language development due to overconfidence in their current language proficiency. To overcome this, they were taught to use a selfregulatory cycle in conjunction with self-assessment and explicit strategy instruction. After four months, the students were consistently able to set goals using elements of the self-assessment tool they were taught and the strategies they learned, monitor their progress, and then reflect on their growth as English language learners. These findings are discussed in terms of their relevance to student growth as autonomous, engaged English learners.
format	article
author	Samantha Azatova
author_facet	Samantha Azatova
author_sort	Samantha Azatova
title	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
title_short	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
title_full	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
title_fullStr	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
title_full_unstemmed	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
title_sort	i control my own english learning: developing self-regulation in elementary ell using self-assessment and explicit strategy instruction
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/26e5b6f7c2d540008a2fd0d09dd66003
work_keys_str_mv	AT samanthaazatova icontrolmyownenglishlearningdevelopingselfregulationinelementaryellusingselfassessmentandexplicitstrategyinstruction
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION

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