Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective

This paper explores one salient feature of socio-cognitive theory, enactive learning principle (Schunk, 2000, 2001; Elliot, Kratochwill, Cook and Travels, 2000). It will examine within the broader framework of en active learning principle, how successes attained as a consequence of one's action...

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Main Author:	Philip, Bromeley
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2005
Online Access:	http://journalarticle.ukm.my/3117/ http://journalarticle.ukm.my/3117/ http://journalarticle.ukm.my/3117/1/2.pdf

id	ukm-3117
recordtype	eprints
spelling	ukm-31172016-12-14T06:33:39Z http://journalarticle.ukm.my/3117/ Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective Philip, Bromeley This paper explores one salient feature of socio-cognitive theory, enactive learning principle (Schunk, 2000, 2001; Elliot, Kratochwill, Cook and Travels, 2000). It will examine within the broader framework of en active learning principle, how successes attained as a consequence of one's actions (strategy use) in actual task performance generate cognitive motivation on the part of the learner, which in turn enhances the learner's sense of self-efficacy in those actions (using learning strategies) to self-regulate his/her learning process. When the learner becomes cognitively motivated, his/her level of self-efficacy also increases which then expands and develops his/her capacity for the acquisition of knowledge in metacognition that enables effective self-regulation of the learning process. Having possessed knowledge in metacognition, the learner tends to become self-regulated or strategic in his/her learning approach via strategic formulation and irnplementation of learning strategies in the learning contexts. Such learner is considered as a self-regulated learner who is capable of engaging strategic learning particularly in the context of academic reading. An understanding of how enactive learning principle informs the development of a self-regulated learner is at best theoretical unless some pragmatic mediation of the principle is made. The conceptualization of the SRSL Approach is an effort at pragmatically mediating theory into practice. The approach is designed by the author to provide a strategic processing framework for self-regulated learners to engage efficaciously in academic reading context. The paper will therefore attempt to expound some plausible effort at mediating a theoretical strand. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2005 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/3117/1/2.pdf Philip, Bromeley (2005) Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 10 . pp. 8-21. ISSN 0128-5157 http://www.ukm.my/~ppbl/3L/3LArchives.htm
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This paper explores one salient feature of socio-cognitive theory, enactive learning principle (Schunk, 2000, 2001; Elliot, Kratochwill, Cook and Travels, 2000). It will examine within the broader framework of en active learning principle, how successes attained as a consequence of one's actions (strategy use) in actual task performance generate cognitive motivation on the part of the learner, which in turn enhances the learner's sense of self-efficacy in those actions (using learning strategies) to self-regulate his/her learning process. When the learner becomes cognitively motivated, his/her level of self-efficacy also increases which then expands and develops his/her capacity for the acquisition of knowledge in metacognition that enables effective self-regulation of the learning process. Having possessed knowledge in metacognition, the learner tends to become self-regulated or strategic in his/her learning approach via strategic formulation and irnplementation of learning strategies in the learning contexts. Such learner is considered as a self-regulated learner who is capable of engaging strategic learning particularly in the context of academic reading. An understanding of how enactive learning principle informs the development of a self-regulated learner is at best theoretical unless some pragmatic mediation of the principle is made. The conceptualization of the SRSL Approach is an effort at pragmatically mediating theory into practice. The approach is designed by the author to provide a strategic processing framework for self-regulated learners to engage efficaciously in academic reading context. The paper will therefore attempt to expound some plausible effort at mediating a theoretical strand.
format	Article
author	Philip, Bromeley
spellingShingle	Philip, Bromeley Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
author_facet	Philip, Bromeley
author_sort	Philip, Bromeley
title	Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
title_short	Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
title_full	Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
title_fullStr	Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
title_full_unstemmed	Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective
title_sort	self-regulated approach to strategic learning (srsl): a socio-cognitive perspective
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2005
url	http://journalarticle.ukm.my/3117/ http://journalarticle.ukm.my/3117/ http://journalarticle.ukm.my/3117/1/2.pdf
first_indexed	2023-09-18T19:37:53Z
last_indexed	2023-09-18T19:37:53Z
_version_	1777405393597628416

Self-regulated approach to strategic learning (SRSL): a socio-cognitive perspective

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