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Self-regulated learning: Goal setting and self-monitoring

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Marc Bloom, Takanawa Junior/Senior High School



The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers.

本論は、自己調整学習(SRL:Self-Regulated Learning)に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる(Zimmerman, 1990)。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型(目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング)に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

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