Social Discourses as Moderators of Self-Regulation

Page No.: 
Paul Collett, Kristen Sullivan, Shimonoseki City University


In this paper we address how learner perceptions of teacher-provided resources are socially mediated. In particular, we wish to consider how efforts to promote such important learning strategies as goal-setting, monitoring, and reflection are influenced by learner knowledge and beliefs about language learning. Three important factors (catalysts, social discourses, and shared understandings) emerged from data collected via interviews with students in a Japanese university who had used the resources in question. We argue that these factors serve as foundations underlying both our student engagement with, and attitudes towards, language learning. In this paper we focus specifically on the role of social discourses, perhaps better conceptualized as beliefs. We look at how these discourses or beliefs positively and negatively influence student understandings of study, along with their learning practices. Implications for classroom practice are considered.