Self-Regulation Strategy and Task-Oriented English Learning
The contemporary world has evolved significantly, with independence playing a key role in the current generations to embrace, especially self-regulation. Self-regulation is one of the most critical requirements to implement as a theoretical application when discussing the efficacy of learning the second language (L2). Multiple learners embrace diverse strategies in regulating their process of learning. The efficiency of learning depends on the plans that numerous students use in completing the given tasks. The effective process of learning a second language (L2) is dependent on multiple factors such as control strategies or the measures of self-regulation.
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Intensive research shows severe challenges for students, especially when embracing strategies of learning. Notably, there is no concluded research on the most effective and productive or pivotal defined criteria of strategies of learning for languages. Most of the existing ones are proposed depending on the subjects under consideration. It is a vital debate that calls for endless discussion on numerous dimensions of learning and how learners can embrace them to achieve maximum output in learning languages (Hsieh 1). The strategies that learners must embrace should portray critical features including and not limited to thoughts and behaviors that they engage in to influence and boost their process of encoding (Hsieh 2). Despite no standard strategies for the process of learning, learners must ensure that they employ appropriate mechanisms that boost their process of learning.
The main goal of a successful and effective process of learning is to ensure that the learner is entirely in a managed behavior and thinking to engage their mind during the process of encoding. Therefore, a fundamental process of learning should involve and not be limited to domains such as effort, intentionally evoked, and goal-directed (Hsieh 2). The learner should be in a case that involves an intentional drive to the process of learning, for them to be self-driven for efficiency and production. Also, learning should also entail an effort to master and develop critical knowledge in the field one focuses on to achieve progress (Onah and Jane 10). Learning should entail effort, be intentionally evoked, and have appropriate goals to achieve.
Strategies of self-regulation in the process of learning are the most fundamental requirements for students in college. Their behavior and outcomes in the process of learning present abilities to solve tasks that are fundamental to independence in fostering maximum concentration and results in the process of learning (Bradley et al. 523). Therefore, the students in college can be a vital sample for research for the ultimate or most recommended strategies for second languages or effective plans for the encoding process for learners. Self-regulation is a subject of self-discipline, efforts in the field of focus, and the primary goals that the learner seeks to attain at the end of the learning session (Bradley et al. 526). Learners must embrace efforts, vital objectives, and self-discipline, among other plans to foster the efficacy of their self-regulation in the process of learning.
The learning process must involve critical strategies such as self-discipline, effort, goals, and, most importantly, self-regulation. Self-regulatory strategies are fundamental for all learners at all levels since they aid them to focus and understand the task they are solving. Therefore, through efforts, self-discipline, and well-set goals, learners can develop their process of encoding through self-regulation.
Bradley, Rachel L., Blaine L. Browne, and Heather M. Kelley. “Examining the influence of self-efficacy and self-regulation in online learning.” College Student Journal 51.4 (2017): 518-530.
Hsieh, Angel. “Are these students strategic enough? The study of college students application of self-regulation strategy into task oriented English learning.” International Journal of English and Literature 10.1 (2019): 1-8.
Onah, Daniel, and Jane Sinclair. “Assessing self-regulation of learning dimensions in a stand-alone MOOC platform.” (2017): 4-21.
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