Supporting Students’ Self-Regulation and Language Learning Strategies in the Blended Course of Professional English
Major changes in today’s world and the global labour market assume that working-age people are able to gain new professional knowledge and skills, but also the skills of using more efficient learning strategies. According to the contemporary approach to learning documented in Estonian Lifelong Learning Strategy 2020 (2014), one of the most essential aims is supporting learner’s social and individual development and the application of the approach developing learning skills. To become a successful life-long learner, a primary presumption of developing self-directedness is acquiring self-regulated learning strategies.
The scope of the study is language learning in tertiary level. Even though learning English as a foreign language is popular with Estonian students, and the results of English state exams have been relatively high through the years (Kriisa, 2014), Estonians often face difficulties when communicating in English. Successful use of language assumes conscious implementation of advanced language learning strategies (LLS). But acquisition of good language skills and implementation of suitable learning strategies presume, among other things, learner’s capability to regulate his learning activities. Within the current study, the possibilities of supporting language learners’ strategy use was investigated in the context of Professional English. The general aim of the research was to expand the understanding of the efficiency of supporting learners’ self-regulation and LLS.
The doctoral dissertation defended at the University of Tartu has been published TÜ digitaalarhiivis DSpace.