Blending language learning strategy (LLS) instruction and gamification might contribute to the progression from other-regulated to self-regulated strategic learning. Exploratory results from primary students' use of L2 reading comprehension strategies in Spain contribute to the scarce research on LLS with young learners and the re-conceptualization of LLS (self, other-regulation/source of volition).
Language Learning Strategy (LLS) Instruction requires addressing how to motivate students to apply the effort needed to take control over their learning (Schunk & Zimmerman, 2012). A re-conceptualization of LLS as not only self-regulated, but also other-regulated (Thomas & Rose, 2019) spurs us to explore "particular ways of encouraging L2 learners to take charge of their learning" (Lee, 2017, p.226). Gamification-the academic discipline studying video games' accomplishments-provides insights on the scaffolding of skill development and maintaining player's engagement throughout multiple iterations. Recent meta-analyses on gamifying learning show positive learning results (e.g. Majuri, Koivisto, & Hamari, 2018). Gamifying strategy instruction might also facilitate the progression from other-regulated practice to a more self-regulated strategic learning. To provide evidence-based explorations of the reconceptualization of self/other regulation of LLS, we have designed a multi-staged mixed methods research project on the blending of ludic pedagogical heritage and LLS instruction. The first stage, which focused on reading comprehension LLS in two intact 11-12-year-olds CLIL (English-Spanish) classes in Spain, comprises a six-week Gamified Strategy Instruction intervention involving game aspects such as visual representation of progress via points and levels as signifiers of correct practice (Tulloch, 2014), 'gamefulness' (McGonigal, 2011), and adaptative difficulty with immediate feedback (Gordon, Brayshaw, & Grey, 2013). Data sources include class video recordings, interviews with stimulated recall, a task-based, semi-structured strategy questionnaire (Gunning, White, & Busque, 2016), and reading comprehension tests. We will share the results of the exploratory stage as it lays the groundwork for a longitudinal multi-site research project including other strategies/tasks and varied contexts, thereby responding to recommendations from the field (Lee, 2017; Thomas & Rose, 2019; White, Schramm, & Chamot, 2007) and contributing to the scarce research on LLS with young language learners (Gunning & Oxford, 2014; Mak & Wong, 2018; Ruiz de Zarobe & Zenotz, 2018).
