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Self-Regulated Learning (SRL) has received extensive research by educational psychologists. It is generally accepted as an essential construct in students’ success within environments that allow them to choose online courses. Researchers tie it with the learners’ ability to set specific proximal goals, high Self- efficacy, the ability to use Self- instruction, Self-monitoring, Self-evaluation, and the tendency to attribute adverse outcomes to learning methods. Self-regulated learners are intrinsically motivated and Self- reflected learners. SRL can help adult students create better learning habits, strengthen their skills, and apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress. Creating Self-regulated learners in any given discipline is the most effective approach for more knowledge seekers’ creation. Thence, educators ought to raise the following questions:
Q1: What are the factors directing adult learners’ writing progression?
Q2: To what extent does Self-Regulated Learning spur learners’ deliberate writing practice?
Q3: What are some effective teaching strategies toward creating progressive writers?
Adult learners appear to lack the essential strategies require for Self- regulated learning. They sometimes lack making apt summaries, monitoring their performance (Cromley et al., 2010), and keeping their motivation high (Pintrich, 2004; Zimmerman, 2005; Limpo et al., 2018). Without strategy instruction, learners are unlikely to develop effective learning strategies on their own. These learning strategies secure much deeper insights for more professional writing and researching habits. To this point, educators should be familiar with the factors that could influence learners’ abilities to Self- regulate themselves from forming letters to writing extended discourse. During early grades, teachers play a significant role in regulating students’ learning by setting goals, managing students’ time on tasks, and instilling beliefs of efforts and expectations for assignments completed in classrooms. However, teachers gradually reduce that support during higher grades and expect students to incorporate their Self-regulation in independently done tasks (Zimmerman, 2009). Therefore, teachers could direct those learners to more procedural knowledge realization and Self- Regulated Learning.