Bridging self-regulated learning and translanguaging: Theoretical and methodological implications for research in EMI law contexts
Main Article Content
Abstract
This paper explores the framework of self-regulated learning (SRL) by examining its primary psychological foundations, including social cognitive and self-efficacy theories, to emphasize that successful learning requires both the "skill" of strategy use and the "will" of internal motivation. Moving beyond traditional, individualistic views of SRL, it is argued that SRL is a socially situated practice deeply mediated by classroom environment and language choices. In highly cognitively demanding English-Medium-Instruction (EMI) law programs, students face an intense cognitive load that requires exceptional learner agency. This conceptual paper demonstrates that translanguaging, the strategic, fluid use of multiple languages, serves as a vital pedagogical and cognitive scaffold to support student understanding. Ultimately, the analysis connects SRL to translanguaging research in EMI contexts, proposing a novel conceptual framework to show how lecturers' linguistic choices directly shape how students monitor, evaluate, and adapt their learning in complex professional disciplines.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333–336. https://doi.org/10.1016/0361-476X(86)90029-9
Curle, S., Jablonkai, R., Mittelmeier, J., Sahan, K., & Veitch, A. (2020). English in higher education - English medium Part 1: Literature review (N. Galloway, Ed.). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/L020_English_HE_lit_review_FINAL.pdf
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Flavell, J. H., & Miller, P. H. (1998). Social cognition. In W. Damon (Ed.), Handbook of child psychology: Cognition, perception, and language (Vol. 2, pp. 851–898). John Wiley & Sons, Inc.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions for Teaching and Learning, 1995(63), 29–42. https://doi.org/10.1002/tl.37219956306 1
Genc, E., Dogan, Y. & Samantha, C. (2023). Lecturers’ and students’ translanguaging practices in English-taught classes in Turkey. Journal of Multilingual Theories and Practices, 4(1), 8–31. https://doi.org/10.1558/jmtp.23945.
Greene, B. A., & Miller, R. B. (1996). Influences on achievement: goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192. https://doi.org/10.1006/ceps.1996.0015
Jia, W., Fu, X., & Pun, J. (2023). How do EMI lecturers’ translanguaging perceptions translate into their practice? A multi-case study of three Chinese tertiary EMI classes. Sustainability, 15(6), Article 4895. https://doi.org/10.3390/su15064895
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295X.91.3.328
Pintrich, P. R (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp. 451–502). Academic Press. https://psycnet.apa.org/doi/10.1016/B978-012109890-2/50043-3
Pintrich, P. R. (1988). A process-Oriented view of student motivation and cognition. New Directions for Institutional Research, 1988(57), 65–79. https://doi.org/10.1002/ir.37019885707
Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 1995(63), 3–12. https://doi.org/10.1002/tl.37219956304
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Prentice Hall.
Sahan, K., & Rose, H. (2021). Translanguaging or code-switching? Re-examining the functions of language in EMI classrooms. In Di Sabato, B., & B. Hughes (Eds.), Multilingual perspectives from Europe and beyond on language policy and practice (pp. 45–62). Routledge.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195–208. https://psycnet.apa.org/doi/10.1207/s15326985ep3204_1
Trent, J. (2022). EMI as discursive positioning: Exploring the voices of content subject teachers in Hong Kong. Journal of Immersion and Content-Based Language Education, 10(2), 265–285. https://doi.org/10.1075/jicb.21018.tre
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Springer. https://doi.org/10.1007/978-1-4612-3618-4_1
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational application (pp. 3–21). Routledge. https://doi.org/10.4324/9780203763353
Zimmerman, B. J. (1998). Academic studying and the development of personal skills: A self- regulatory perspective. Educational Psychologist, 33(2–3), 73-86. http://dx.doi.org/10.1080/00461520.1998.9653292
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Borekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13–39), Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. https://doi.org/10.3102/00028312023004614
Zimmerman, B. J., Bandura, A. (1994). Impact of self-regulatory influences on writing course achievement. American Educational Research Journal, 31(4), 845–862. https://psycnet.apa.org/doi/10.2307/1163397
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://psycnet.apa.org/doi/10.2307/1163261