Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions

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Imelda Zorro Rojas


Students’ engagement and determination require the use of self-regulated learning strategies to facilitate adequate preparation. This article reports a research study that looks into how eight instructors, who were trained to promote self-regulation, interact with 18 students of a Bachelor of Arts program in English language teaching in Bogotá. The problem was the prevalence of an instructional model of reproduction of knowledge in the English language classes taken by the 18 students. The pedagogical intervention introduces dialogic tutoring. The instructors’ voices, in the role of tutors, and the students’ voices, as tutees, were collected in 40 videos, a questionnaire, and a focus group. Grounded theory allowed transposing the identification of patterns, code tagging, and code grouping into concepts. This process generated four principles that worked positively in the promotion of self-regulation in this socially and culturally diverse sample of instructors and students, namely: (1) addressing needs, interests and beliefs; (2) setting goals; (3) scaffolding learning; (4) providing quality feedback.

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How to Cite
Zorro RojasI. (2019). Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions. HOW Journal, 26(2), 33-57.
Research Reports
Author Biography

Imelda Zorro Rojas, Universidad Libre

Imelda Zorro Rojas teaches at the graduate and undergraduate TEFL preparation program at Universidad Libre de Colombia. Her research interests include pedagogy and autonomous learning. She holds a doctorate in education from Universidad Santo Tomás, Colombia. She has published books and articles in the field of applied linguistics. She leads the research group Didaktikos.


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