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The Journal of Educational Research
ISSN: 0022-0671 (Print) 1940-0675 (Online) Journal homepage: http://www.tandfonline.com/loi/vjer20
Self-regulation in learning: The role of language and formative assessment
Siti Zulaiha
To cite this article: Siti Zulaiha (2019): Self-regulation in learning: The role of language and formative assessment, The Journal of Educational Research, DOI:
10.1080/00220671.2019.1540526
To link to this article: https://doi.org/10.1080/00220671.2019.1540526
Published online: 02 Jan 2019.
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BOOK REVIEW
Self-regulation in learning: The role of language and formative assessment, by Alison L. Bailey & Margaret Heritage, Cambridge, MA, Harvard Education Press, 2018, 160 pp., $29.00 (paperback), ISBN-13: 978-1682531679
Self-regulated learning (SRL) has been a substantial con- struct in education, as its implementation leads to improved learning and achievement (Zimmerman, 2010). Nonetheless, creating a self-regulated teaching and learning environment in my postgraduate TESOL classrooms has proven to be challenging, as English language teaching in my context seems to focus more on materials and methods than on pro- viding strategies to enable students to take control of their own learning (Zhao, 2016). Bailey and Heritage’s book, drawing on a body of research and real classroom examples, is an excellent resource for educators, policymakers, and teachers (at all levels of instruction), especially English lan- guage teachers dealing with SRL. This book offers readers the opportunity to better understand the dynamic integra- tion of self-regulatory processes, language development, and formative assessment, as well as resources needed to assist students to become self-regulated learners.
The book comprises five chapters. The first chapter intro- duces and overviews the foundational concepts of the three regulatory processes (i.e., self-regulation, socially shared regulation, and coregulation) and how they relate to each other, language learning, and formative assessment. The authors recommend communities of practice as an import- ant factor enabling regulatory processes to take place and provide strategies to facilitate English language learners to develop both their language skills and self-regulated learn- ing. Chapter 2 presents a detailed discussion on self-regula- tion and the different factors contributing to students’ SRL development as well as reciprocal relationships between lan- guage and SRL. Bailey and Heritage provide useful examples of how teachers can support such development scattered throughout this chapter. The third chapter focuses on build- ing socially shared regulation through individual participa- tion in collaborative learning along with a variety of strategies to facilitate collaboration. Bailey and Heritage again revisit the role of language and highlight how lan- guage and socially shared regulation strengthen each other.
Chapter 4 elaborates the concept of coregulation where indi- vidual learners regulate their learning through the assistance of others with various activities. The final chapter discusses the knowledge, skills, and system needed to integrate regula- tory processes, language learning, and formative assessment.
Bailey and Heritage’s book is clear in its scope and their organizational structure inspires readers to take action.
The notable strength of this book is that Bailey and Heritage provide valuable resources for those who are looking for guid- ance and possible actions to implement SRL in classrooms. For example, figure 1.2 (p. 6) outlines a framework of the regula- tory learning system and how the three regulatory processes promote self-regulation. Bailey and Heritage also illustrate how
the framework is implemented in classroom contexts by pro- viding a rich sample of research-based real classroom activities as well as tools for teachers to guide and monitor their practi- ces. For instance, a conversational exchange excerpt between teacher and student in a writing class provides an example of what teachers can do in classrooms to promote SRL (p. 43).
Teachers will also find the“Student Observation Protocol”as a beneficial tool to monitor students’self-regulatory development (pp. 76–77). Furthermore, while other books about SRL emphasize the relationship between SRL and formative assess- ment (e.g., Andrade & Heritage, 2018), Bailey and Heritage tackle not only the role of formative assessment, but also the important roles of language and language’s mutual relationship with regulatory processes.
Bailey and Heritage’s book is well organized and compre- hensive. It brings together learning from research and practice acknowledging the challenges faced by educators in different educational contexts promoting SRL. The book supports the beliefs that SRL can be explicitly taught when it is consistently implemented in a conducive teaching and learning environ- ment (Kramarski, Desoete, Bannert, Narciss, & Perry, 2013).
The book offers an important contribution to the literature on SRL and assists teachers in their endeavors to transform class- room practices that foster students’self-regulated learning and language acquisition. Most importantly, this book challenged me as a reader to ask myself to what extent I am a self-regu- lated learner. If the profession seeks to promote self-regulated learning, formative assessments, and language acquisition, such a query is indeed valuable.
References
Andrade, H., & Heritage, M. (2018). Using formative assessment to enhance learning, achievement, and academic self-regulation. New York: Routledge.
Kramarski, B., Desoete, A., Bannert, M., Narciss, S., & Perry, N.
(2013). New perspectives on integrating self-regulated learning at school.Education Research International,2013, 1–4.
Zhao, W. (2016). Academic English teaching for postgraduates based on self-regulated learning environment: A case study of academic reading course.English Language Teaching,9(5), 214–224.
Zimmerman, B. J. (2010). Self-regulated learning and academic achievement: An Overview.Educational Psychologist,25(1), 3–17.
Siti Zulaiha University of Muhammadiyah Prof. DR. Hamka (Indonesia) [email protected] ß2018 Taylor & Francis Group, LLC https://doi.org/10.1080/00220671.2019.1540526
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