Promoting Self-Regulated Learning in a Report-Writing Class

Abstract

This paper reports on an attempt to promote self-regulated learning in a report-writing class for advanced Japanese learners. To this end, 19 students set themselves learning goals and strategies, reflected on their learning at every stage, and recorded these elements on worksheets. Furthermore, a final questionnaire sought the students’ opinions on the helpfulness of goal-setting, strategic planning, and reflective activities in report writing. The worksheet analysis revealed many metacognitive descriptions. However, only approximately half of the students found the activities helpful, suggesting that lessons need to be designed in a way that makes the activities feel more helpful to the students.