Teaching practices that foster self-regulated learning: a case study

Abstract

The aim of this paper is to present a case study of an elementary school teacher who changed her practices to foster self-regulated learning (SRL) strategies in her students. Specifically, this study describes the process of how she developed her teaching strategies to promote SRL strategies such as self-evaluation, goal-setting and planning, and lastly, rehearsing and memorization. The teacher’s classroom practices promoted opportunities to encourage her students to become conscious of their learning process as they used these specific SRL strategies and as they executed reading and writing tasks from the curriculum of English as a Foreign language. The results reflect the importance of developing SRL strategies in students from early years on in the classroom while accomplishing mandatory tasks from the curriculum.