The Key to Self-Regulated Learning
Give Learners the Skills and Confidence to take control of their learning journey with our practical framework
Download our practical framework:
- Nurture confident, lifelong learners who pursue their goals and achieve results.
- Motivate your students, support their wellbeing, and boost learning outcomes.
- Make independent learning a sustainable, long-term goal with clear and structured support.
- Build a coordinated, whole-school approach that embeds self-regulated learning throughout your curriculum, management process, and community.
What is self-regulated learning?
Self-regulated learners have the skills and confidence to take control of their learning. They set their own goals, monitor their progress, and reach for success. Sometimes known as independent learning, active learning, or learner autonomy, self-regulated learning skills boost learning outcomes, motivation, and lifelong achievement.
So why do many schools struggle to nurture this vital skill?
Our paper provides the answer. Explore the most common challenges and discover a roadmap that will help both teachers and schools embed SRL in their practice. Achieve sustainable, long-term results with our practical framework.
Meet our Expert Panel
We collaborate with an Expert Panel of world-leading academics and educators in English Language Teaching. Why does this matter to you? The Expert Panel ensures that research-based support informs our products and services, meeting your needs and the needs of your students in the best possible way.
Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning and Teaching. His interests are in out-of-class learning, technology, and language teacher leadership. Hayo is the author of this paper.
Dr Linh Phung (www.eduling.org/teaching) is Director of the English Language Program at Chatham University in Pittsburgh, USA. She is also Director of Eduling International (www.eduling.org), which offers English materials and online instructional services to students in any location. She has peer reviewed articles published in a variety of education and language journals, and is a co-author of the book Studies in English: Strategies for Success in Higher Education (Palgrave Macmillan, 2017). Passionate about creating bilingual materials and opportunities for language learning beyond the classroom, she recently published a children’s book and an app called Eduling Speak. She currently serves as Chair of the Affiliate Network Professional Council of TESOL International (2022–2023), which allows her to work with TESOL organizations around the world. Linh is a consultant on this paper.
Stephen Ryan has been involved in language education for over 30 years both as a practising teacher and as a researcher. Most of that time has been spent in Japan and he is currently a professor in the School of Culture, Media and Society at Waseda University, Tokyo. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching, coauthored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited, co-authored with Zoltan Dörnyei. Stephen is a consultant on this paper.
Nathan Thomas is a Lecturer in TESOL at the IOE, UCL’s Faculty of Education and Society, University College London and a Teaching Fellow in Applied Linguistics at the University of Oxford. He is mainly interested in strategies for language learning and use, theory building, and innovative qualitative research. His work has been published in leading academic journals such as Applied Linguistics, ELT Journal, Journal of Multilingual and Multicultural Development, Journal of Second Language Writing, Language Teaching, Linguistics and Education, System, Teaching and Teacher Education, TESOL Quarterly, and TESOL Journal. Prior to his current roles, he taught English for academic purposes in the UK and spent ten years teaching in China and Thailand. This practical experience guides his scholarly work. Nathan is a consultant on this paper.