Self‐Regulatory Strategies and Agency in Self‐Instructed Language Learning: A Situated View

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Language learning and study abroad (2018, background): “The dynamic systems approach takes into account the effect of internal resources—‘the capacity to learn, time to learn, internal informational resources such as conceptual knowledge, and motivational resources’ (de Bot et al. 2007: 11)—to explain the L2 learning process as well as studying the role ”
Understanding learner agency as a complex dynamic system (2011, background): “In SLA, numerous studies have examined agency, often in respect to learners’ capacities for autonomous, selfregulated behaviour (e.g., Bown, 2009; Huang, 2011; Toohey and Norton, 2003; Ushioda, 2007).”
Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019, background): “…in exploiting and creating conditions to learn language is most evident in settings that call for autonomy and self-regulation (Zhang 2010a 2016), such as self-instructed learning (Bown 2009; Teng and Zhang 2016, 2018), distance learning (Xiao 2014), and classroom discussion (Clarke et al.”
Self-regulated out-of-class language learning with technology (2011, background): “…of learning has evolved from a heavy emphasis on meta-cognition into a recognition of its multidimensional nature, including the regulation of the cognitive, metacognitive, socio-aﬀective, and behavioral processes and conditions that aﬀect learning (Bown, 2009; Dembo, Junge, & Lynch, 2006).”