The paper provides an overview of studies of self-regulation in SLA, with special emphasis on those investigating the role of self-regulatory capacity in study abroad contexts. The overview serves as a basis for considering future research directions and suggesting how empirical evidence can enhance the effectiveness of study abroad programs.
Self-regulation is a concept deriving from educational psychology and refers to “self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (Zimmermann, 2000, p. 14). As emphasized by Zimmerman and Schunk (2011), the construct is multidimensional as it involves behavioral, affective, cognitive, metacognitive and environmental processes which enable learners to actively take part in their learning to achieve their envisaged goals. In SLA, self-regulation has been proposed as a broader, more inclusive and versatile alternative to the concept of learning strategies (Dörnyei, 2005). Although such calls have been countered because it has been shown that strategies are part and parcel of self-regulatory capacity (e.g., Thomas & Rose, 2018), some SLA researchers have pursued the study of self-regulation, using the labels of self-regulation or self-regulatory capacity (e.g., Csizér & Tankó, 2017; Seker, 2016; Tseng, Dörnyei, & Schmitt, 2007). When it comes to study abroad (SA) settings, research on self-regulation is scarce and the available studies confine themselves to certain aspects of self-regulation rather than adopting a more multi-faceted perspective, also taking account of the transitory nature of self-regulatory capacity (cf. Allen, 2013; Sasaki, Mizumoto, & Mirakami, 2018). This is unfortunate since this capacity appears to play a pivotal role in such contexts and it is crucial to aiding students in the attainment of both linguistic and non-linguistic goals. With this is mind, the present paper provides an overview of existing empirical investigations of self-regulation in SLA, placing particular emphasis on research that has investigated self-regulatory capacity in SA settings. This overview will serve as a basis for delineating future research directions, considering methodological issues involved, and suggesting how research findings can be harnessed to enhance to effectiveness of SA experiences.
