Journal of Studies in Language, Culture and Society (JSLCS)
Volume 4, Numéro 1, Pages 55-68
2021-06-30

Investigating The Role Of Algerian Middle School Teachers In Enhancing Academic Self-regulation: A Key Towards Teaching How To Learn.



Authors : Zouar Houda . Sarnou Hanane .

Abstract

Academic self-regulation or self-regulated learning is the field that underlines the autonomy of learners and self-directed steps to learn. Accordingly, academic self-regulation is the process by which learners plan, monitor and evaluate their learning process to gain a successful learning experience. Despite extensive research in the area of self-regulated learning, bounded research has unfortunately been done on such an idea in the Algerian context. This research paper examines the attempts of middle school teachers in improving academic self-regulation and teaching pupils how to learn. It examines the role of these teachers as models in approaching the development of self-regulated learners. To conduct this study, a mixed-methods design was followed. As such, it was made use of observation and questionnaire to gather data from eight middle school English teachers. The results indicated that explicit attempts by Algerian middle school teachers to improve academic self-regulation are limited. Keywords: academic self-regulation, teaching how to learn, Algerian middle school teachers.

Keywords

Academic self-regulation, teaching how to learn, Algerian middle school teachers.

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