The effects of strategic instruction on self-regulated language learning

Abstract

The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant differences in self-regulation levels were detected across groups of language learners varying in terms of attainment or learning experience, which supports the rationale for implementing strategy instruction at linguistic faculties.