The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts

For a considerable length of time, second language learning researchers have shown a growing interest in cognitive and metacognitive learner strategies. The outcomes of this research have proved that the development of autonomy benefits most from the promotion of such strategies in the curriculum. Many researchers have explored which might be the most suitable learning environments for developing learner autonomy and have made important theoretical and practical contributions to the field by stressing the relevance of project work and task-based teaching (Sinclair et al., 2000; van Lier, 1996, 2004). Still, there is little research on teaching practices aimed explicitly at encouraging the process of reflection on learning through such mediation tools as the ELP.