ABSTRACT
In the last decade, researchers who explore language learners’ strategic engagement have found it difficult not to refer to the notion of self-regulation. This chapter reviews the relevant studies on self-regulated language learning since the concept of self-regulatory learning capacity was promoted to replace language learning strategy (LLS) as an individual difference factor. It not only documents what has been achieved in the studies on self-regulated language learning but also contends that the advancement of self-regulation in research has not solved the problems that it was supposed to solve with regard to LLS research. The chapter notes that researchers increasingly use the theorization of self-regulated language learning to frame LLS research. It then presents a study on self-regulated learning of language and subject content informed by sociocultural perspectives on language learning. It concludes with an argument that we need to understand both how and why language learners regulate and control their language learning process.
