Exploring Selfregulated Language Learning among Japanese Senior High School Students

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(1)Exp1oring Se1fregu1ated Language Learning among Japanese Senior High Schoo1Students 教科・領域教育学専攻言語系（英語）コース. M09133E 津用敦子. This study aims to exp1ore the factors. compI・ehensive1y expIoring the1earning Process．. invo1ved in se1f−regu1ated 1anguage 1earning. By drawing on the theoretica1construct of. among Japanese senior high schoo1（henceforth. seIf−regu1ation， many L2 researchers are. SHS）students and to identi蚊the di描erent. attempting to umave1the intema1comp1exities. types of se1f・regu1ated Eng1ish 1earneI’s．. of1anguage 1eamers．Next，the1imits and. Se1fregu1ated1earning（henceεorth SRL）dea1s. prob1ems of1anguage1earning strategy research，. with 1eamers’ comp1ex intrinsic factors，. such as theoretica1 inconsistencies and. incIuding the止 1earning strategies and. conceptua1 ambiguities， are discussed−. mOtiVatiOn tO 1eam．In Order tO Cu1tiVate. Metacog㎡tion is introduced，which has been. “Japanese with Eng1ish abi1ities”in the present. attracting the attention of L2 strategy. context with the1imited number of EngIish. researchers as an indispensab1e e1ement of. 1essons taken and the minima1amount of. Eng1ish 1earning．Third，severa1 theories in. exposure to Eng1ish，stuaents’autonomous. motivation research re1ated to se1f−reguIation. Iearning outside c1asses is the key to success．. are reviewed：se1f−e箇。acy theory，goa1setting. SRL o価ers1eamers the opportunity to become. theory， 9oa1 orientation theory， and. autonomous＿a situation that is essentia1for. se玉f・detemination theory． Wi11ingness to. ensuring that Japanese students acquire. communicate（WTC）is a1so referred to as a. EngI1sh prof1c1ency. motivaticna1construct．Last｝y，the theory of. This thesis is comprised of five chapters．. se1f・regu1ation is exp1ained．A1though there are. Chapter 1 provides theoretica1 background．. various definitions and standpoints on. First， the trend toward a framework for. se1f・regu1ation，呈n this thesis，the definition by. se1f−regu1ated1anguage1earning in the fie1d of. Zimmerman is adopted，and the discussions are. second 1anguage （henceforth L2） 1earning is. made based on the standpoint and mode1by. de1ineated．AIthough there are innumeral〕1e. socia1 cognitive researchers represented by. studies on1eaI・ning strategies and motivation，. Zimmerman，Schunk and Bandura，whose. neither ofthese approaches provides a comp1ete. mOde1s are mOre practica1，usefu1and thereby. understanaing of the 1earning pエ。cess．The. beneficia1for practitioners．. concept ofse1f−regu1ation combinesもhe cognitive，. In order to fi11the research gap exp1ained. behaviora1，and affec七ive aspects of1earning，. in Chapter1，Chapter2gives an overview of the. thus offering great potentia1 for. entire research aesign regarding the purposes，. …262一.

(2) the data eIicita毛ion and the data ana1yses oftwo. the 1anguage 1earning of Japanese SHS. studies．Study1identifies the generaI trends of. students．Afo11ow−upinterviewwasconducted. se1f・regu1ation an1ong Japanese SHS students. with six students extエacted from each cIuster. in a quantitative way，Study 2 emp1oys a. group． The findings of qua1itative research. “Questionnaire survey with fo11ow−up interview”. e1ucidated that each student’s background and. and examines 1earners’ Pro丘1es both. various externa1factors had a great in且uence on. quantitative1y and qua1itative1yl. their cognitive，behaviora1and affective aspects，. Chapter3describes the detai1s of Study1．. and it was important for them to create their. Study 1 exp1ores the factors invo1ved in the. own virtuous circIe of cyc1ica1se1f−reguIatory. se1f・regu1ated 1anguage 1earning and the. phases in order to be se1f・regu1ators in foreign. changes in these factors over time．A45’item. 1anguage 1earning．In this study goa1setting. Likert−sca1e questionnaiI・e covering 1earners’. and goa1orientation seemed the key to forming. cognitive，behaviora1，and affective aspects was. the virtuous circ1e．. distributed to 1，076 students fエ。m seven. Chapter5，the fina1chapter，summarizes. prefectura1 senior high schoo1s in Japan．. the research by reviewing each stuay，and of竈ers. Exp1oratory factor ana1ysis confirmed the. the foI1owing pedagogica1imp1ications：. presence of five factors：肋ね。Ogηカゴ0η，. 1） Teachers need to focus not on1y on the. 搬〃一助θα旋z∂雌口∂8θzθ班η土略挑r肋釦8，. instructionaI aspects of the1anguage but a1so on. 8θ〃θ描．0θ収，8θ〃㎜0広州肋刀＆πアq and. the students’interna1factors；. 伽かゴ風8ゴ。腸ノαθ． These factors have been. 2）Teachers ought to intervene with students’. recognized as important components and. metacognition and cu1tivate intrinsic va1ue as. variab1es of se1f・reguIation by previous studies，. ear1y as possib1e；. Afo1Iow・upone・wayana1ysisofvariance. 3）Teachers shou1d o拙er individua1ized guidance三. （ANOVA） revea1ed that pattems of. taking into accoun乞the unique and mu1tifaceted. se1f−regu1ated 1anguage 1earning di冊ered. interna1characteristics of the students；. between high and 1ow achievers．Stuaents’. 4）Teachers shou1d he1p1earners understand the. scores on Metacognition increased significant1y. cyc1ica1 se1f−regu1atory phases， create the. in the upPer group．Intrinsic Va1ue increased in. virtuous circIe and avoid fa11ing into the vicious. both the upper and1ower groups，a1though the. CirC1e；and. increase occurred much ear1ier in the upPer. 5）Teachers shouId improve their1essons so that. 9「oup・. students wi11form the virtuous circ1e of cyc1ica1. Chapter4reports on the detai1s of Study. se1f・I・egu1atory phases and be se1f・regu1ators．. 2． Study 2 investigatesI 1earners’ profi1es．. This chapter conc1udes with a fina1 note. C1uster ana1ysis was used to c1assify students. emphasizing the important ro1e teache王s p1ay in. into four distinct pI・ofi1es， and 1earners’. transforming their students into highIy. characteristics and their prob1ems in each. se1f・regu1ated，autonomous1earners．. c1uster group were uncovered quantita七ive1y．. The resu1ts I・evea1ed that various interna1. 主任指導教員中田賀之. factors were comp1ex1y intertwined and af竈ected. 指導教員中田賀之. 一263一.

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