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Self-regulatory strategies of foreign language learners

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Abstract

Motivation plays an important role in foreign language (FL) learning outcomes, academic performance, and student persistence in language study. Success depends not only on learners possessing motivation from within; they must also see themselves as agents of processes shaping their motivation. Taking an activity theory perspective, this study traces the development of self-regulatory strategies (D&#246;rnyei 2001), i.e <i>motivation maintenance strategies</i>, <i>goal-setting strategies</i>, and <i>language-learning strategies</i> of three U.S. college students of French over several years, including a six-week sojourn in France. Findings point to the value of reflective narrative data as a tool to support FL learners&#8217; self regulation and to the need for new forms of motivational scaffolding to assist students both in and out of the classroom.

References

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