Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies
The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2016-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244016684175 |
| _version_ | 1811214467609919488 |
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| author | Meral Seker |
| author_facet | Meral Seker |
| author_sort | Meral Seker |
| collection | DOAJ |
| description | The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S 2 R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning. |
| first_indexed | 2024-04-12T06:04:02Z |
| format | Article |
| id | doaj.art-88c92c9c32a5419e9a3e502237ff0edb |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-12T06:04:02Z |
| publishDate | 2016-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-88c92c9c32a5419e9a3e502237ff0edb2022-12-22T03:44:56ZengSAGE PublishingSAGE Open2158-24402016-12-01610.1177/215824401668417510.1177_2158244016684175Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning StrategiesMeral Seker0Cukurova University, Balcali, Adana, TurkeyThe study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S 2 R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.https://doi.org/10.1177/2158244016684175 |
| spellingShingle | Meral Seker Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies SAGE Open |
| title | Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies |
| title_full | Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies |
| title_fullStr | Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies |
| title_full_unstemmed | Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies |
| title_short | Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies |
| title_sort | scenario based instruction design as a tool to promote self regulated language learning strategies |
| url | https://doi.org/10.1177/2158244016684175 |
| work_keys_str_mv | AT meralseker scenariobasedinstructiondesignasatooltopromoteselfregulatedlanguagelearningstrategies |