Making Strategic Self-Regulation Visible: A Qualitative Analysis of Student Reflections in a Freshman English Classroom
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Drawing on reflective data from Taiwanese EFL university students, this study investigated how learners interpreted and applied Oxford’s Strategic Self-Regulation (S2R) Model in an authentic classroom context. During an 18-week semester, students submitted reflective entries documenting their engagement with 19 S2R strategies. A total of 681 strategy entries were categorized to examine patterns of use, and illustrative cases were analyzed qualitatively for deeper understanding. The analysis revealed a pattern of metastrategic dominance, limited sociocultural engagement, and increasing awareness of the strategies’ applicability beyond English language learning. In connection with these findings, student reflections revealed varying levels of strategic understanding, reflecting both the challenges and breakthroughs they experienced in self-regulated learning. Moreover, several students reported transferring strategies across different academic domains and into their daily routines, highlighting the broader relevance of strategic learning. Overall, the study offered nuanced insights into learning-to-learn processes in action. The findings contribute to ongoing discussions on fostering reflective, strategic learners through qualitative, classroom-based research that deepens understanding of strategy use in EFL contexts.
Abstract
Drawing on reflective data from Taiwanese EFL university students, this study investigated how learners interpreted and applied Oxford’s Strategic Self-Regulation (S2R) Model in an authentic classroom context. During an 18-week semester, students submitted reflective entries documenting their engagement with 19 S2R strategies. A total of 681 strategy entries were categorized to examine patterns of use, and illustrative cases were analyzed qualitatively for deeper understanding. The analysis revealed a pattern of metastrategic dominance, limited sociocultural engagement, and increasing awareness of the strategies’ applicability beyond English language learning. In connection with these findings, student reflections revealed varying levels of strategic understanding, reflecting both the challenges and breakthroughs they experienced in self-regulated learning. Moreover, several students reported transferring strategies across different academic domains and into their daily routines, highlighting the broader relevance of strategic learning. Overall, the study offered nuanced insights into learning-to-learn processes in action. The findings contribute to ongoing discussions on fostering reflective, strategic learners through qualitative, classroom-based research that deepens understanding of strategy use in EFL contexts.