Bringing learner self-regulation practices forward.

Abstract

This paper outlines one method through which learner self-regulation can be promoted in CEFR-informed courses using a learning cycle. Previous reports of learning cycles in use have not adequately described how they can be operationalised within the classroom—typically, they have been limited to descriptions of the cycle alone. This paper provides specific examples of how a CEFR-informed learning cycle has been implemented in an EFL process writing class. Cyclical learning and the CEFR as the tools for bringing learner self-regulation practices forward are first introduced. Next, a description of self-regulation practices in the classroom context using the example of an essay writing task in a process writing class is provided. The discussion then focuses on how instructors can encourage learners to carry their self-regulation practices forward to their future learning once a class has been completed. We conclude by suggesting possible benefits of this learning approach, and future directions for research.