Characteristics and Effectiveness of Self-Regulated Learning Strategies

Abstract

Self-regulated learning strategies have been widely investigated in the field of educational psychology over a few decades. However, very few studies have attempted to clarify the characteristics of these strategies. Within the field of second language acquisition, it is necessary to investigate other factors which affect the use of these strategies in order to develop the effective language learning. This paper firstly aims to present a systematic review of previous studies, mainly focused on a taxonomy of self-regulated learning strategies used in both fields of educational psychology and second language acquisition. Next, it explores the factors such as motivation, satisfaction, and learning difficulty that is related to the learning continuity along with each phase in the cycle of self-regulated learning. By way of conclusion, the author suggests challenges and possibilities that allow language learners to successful learning achievement.