Self-regulation as an Alternative to Language Learner Strategy Research

In addition to the importance of cognitive strategies in language learning, SLA research has suggested that we need to examine learners' capacity to regulate the study of language and control their motivation to learn (e.g. see Dörnyei, 2001, 2005; Dörnyei & Ryan, 2015; Tseng et al., 2006). Self-regulation refers to the degree to which learners are active participants in their own learning and are proactive in their pursuit of language learning (Dörnyei, 2005).

Self-regulation was a term borrowed from psychology and was proposed by Dörnyei (2005) as a replacement for the existing notion of language learner strategies. It is important to note that, at this time, other applied linguists had also highlighted problems with the theoretical construct of language learner strategies. Criticisms of language learning strategies came from many SLA researchers, including the observations that are outlined in Table 8.1 (see Rose, 2015 for a more detailed discussion).

It is also important to note that researchers from within language learner strategy research had also been concerned with the unresolved issues surrounding the theoretical underpinning of much strategy research. Perhaps the most important critical review of the area was carried out by Macaro (2006), around the same time as Dörnyei (2005) proposed the replacement of the construct of language learning strategies with self-regulation. A summary of Macaro's (2006: 325) noted problems with the field of strategy research are shown in Table 8.2. Macaro (2006: 325) concludes the summary by stating that 'There is clearly a need to revise the theoretical underpinnings of learner strategy research'.

Much of these issues centered on research into language learning strategies in the Oxford era in the 1990s; however, since this time, there have been some notable re-theorizing of language learning strategies.