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PROMOTING SELF-REGULATION IN EMI TEACHING
Abstract
Foreign language learners must develop proficiency in the target language. They must find ways to deal with the challenge of learning foreign languages. Learners who are able to regulate their own learning through a variety of metacognitive and cognitive perspectives and procedures are more likely to meet this challenge successfully. This problem has already been studied by different authors. But self-regulation as applied to EMI has not been much developed yet. To bridge this gap this paper examines the self-regulation in relation to EMI learners. The instructional model is suggested to help learners to develop self-regulated learning skills. A special instruction was designated, it incorporated both content and language standards which should be addressed in EMI teaching learning. The research showed that good self-regulators had developed the skills and habits to be effective learners, exhibiting effective learning strategies. The key for instructors is to understand how to foster and train these skills in all students. The research has found that active involvement in learning, including setting goals, selecting appropriate strategies, monitoring motivational levels are all related to learning outcomes. This paper concludes with practical implication of self-regulated abilities which include goal-setting, self-monitoring, self-instruction, and self-reinforcement.
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References15
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