Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners




Adult English as an additional language literacy, Self-regulated learning (SRL) strategy instruction, Self-regulation, Emergent readers, Formal learning strategies, TESOL


Emergent multilingual English as an additional language literacy learners (EALLs) have unique learning needs as they are learning to read and write for the first time in any language while they are also beginning to develop formal learning strategies that support successful school-based learning. Consequently, EALLs require specialized instruction in how to regulate the metacognitive, cognitive, behavioural, motivational, and emotional aspects of learning in formal classroom environments. Theories of self-regulated learning can inform English as an additional language (EAL) literacy programming and guide instructors in the development of EALLs’ formal learning strategies. The effective use of formal self-regulated learning strategies for planning, monitoring, and evaluating learning is essential for successful school-based learning. In this paper, we review three models of self-regulation (Dörnyei, 2005; Oxford, 2017; Zimmerman, 2013) that inform an instructional sequence designed to support EALLs’ self-regulated learning in the classroom. We describe our research-informed instructional sequence and provide examples of how instructors can encourage EALLs’ use of self-regulatory strategies including commitment, metacognitive, satiation, emotional, and environment control strategies, as well as the development of metastrategies that support self-regulated learning. In summary, we demonstrate how research on self-regulated learning can inform instructional practices for EALLs in EAL literacy classes.

Author Biographies

Tara L. Penner, University of Alberta

Tara Penner is a foundational literacy instructor in the Language Instruction for Newcomers to Canada (LINC) Program at NorQuest College.

Marilyn L. Abbott, University of Alberta

Marilyn L. Abbott is a professor in the Teaching English as a Second Language Program, Faculty of Education, College of Social Sciences and Humanities at the University of Alberta.

Kent K. Lee, University of Alberta

Kent K. Lee is an Assistant Professor in the Teaching English as Second Language (TESL) Program at the University of Alberta




How to Cite

Penner, T. L., Abbott, M. L., & Lee, K. K. (2022). Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners. BC TEAL Journal, 7(1), 85–97.