"In the end, i was already writing almost a book, because i was saying what i learned": the voice of undergraduates about the self-regulation of learning
Authors
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Anna Elizandra Sonego Fernandes
Universidade Federal do Pampa
https://orcid.org/0009-0000-9958-3258
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Valesca Brasil Irala
Universidade Federal do Pampa
https://orcid.org/0000-0001-6190-8440
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Leandro Blass
Universidade Federal do Pampa
https://orcid.org/0000-0003-2302-776X
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Abstract
This article investigates the perception of Additional Language students regarding the use of learning journals as a tool for promoting self-regulation in the teaching-learning process, with feedback acting as intensifier. Adopting qualitative approach based on Content Analysis and supported by the IRaMuTeQ software, the interviews reveal that the systematic recording of reflections and experiences significantly contributes to the perception that teacher-provided feedback serves as catalyst for co-regulation, highlighting the importance of interaction between teachers and peers in facilitating self-regulatory attitudes. Furthermore, self-efficacy is essential during the task planning phase, and it is crucial to avoid comparisons among students during co-regulation moments. Thus, the findings underscore the importance of learning journals as a strategic tool in developing cognitive and emotional skills, particularly in relation to self-efficacy, reinforcing the formation of autonomous and critical learners.
Keywords:
self-regulation of learning , teacher training , feedback , feedforwardReferences
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