Bringing Learner Self-Regulation Practices Forward

This paper outlines one method through which learner self-regulation can be promoted in CEFR-informed courses using a learning cycle. Previous reports of learning cycles in use have not adequately described how they can be operationalised within the classroom-typically, they have been limited to descriptions of the cycle alone. This paper provides specific examples of how a CEFR-informed learning cycle has been implemented in an EFL process writing class. Cyclical learning and the CEFR as the tools for bringing learner self-regulation practices forward are first introduced. Next, a description of self-regulation practices in the classroom context using the example of an essay writing task in a process writing class is provided. The discussion then focuses on how instructors can encourage learners to carry their self-regulation practices forward to their future learning once a class has been completed. We conclude by suggesting possible benefits of this learning approach, and future directions for research.