Secondary English teachers and self-regulated learning: a qualitative study of teachers' attitudes and practices

Secondary English teachers in California typically develop their curriculum by following the California State Standards for the grade level they are currently teaching. Sometimes an English Language Arts curriculum is predetermined by the school district and the English teachers are responsible for covering the content of that mandated curriculum. Previously in some local districts of the Los Angeles Unified School District, a curriculum for English was developed and implemented (LAUSD, 2007). This curriculum, which is presently not mandated, contains instructional strategies that can teach students to become self-regulated learners. Self-regulated learning is an element within the category of metacognitive strategies that teaches students to think about thinking (Zimmerman, 2002). According to Wolters (2003) and Joseph (2009), self-regulated learning can improve student achievement and academic development. There are specific characteristics of self-regulated learning. These characteristics include the attitudes a learner has about their learning, the beliefs a learner has about motivation, and how a learner uses cognitive strategies (Wolters, 2003). The term "self-regulated learning" has been used by theorists to describe the independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Perry, 2002). This qualitative study examined what secondary English teachers know about self-regulated learning and how they teach these skills in the classroom. The study includes an exploration of secondary English teachers' attitudes about self-regulated learning and discusses what these teachers are teaching to enable their students to become self-regulated learners. The barriers and benefits that these teachers experience when teaching self-regulated learning are also reported. The major themes that emerged from the analysis included: Motivating factors for teaching self-regulated learning, strategies to teach self-regulated learning, barriers encountered when teaching self-regulated learning, and teacher reported benefits when teaching self-regulated learning. Sub-themes which emerged from the analysis included: self-reflection, metacognition, cooperative learning, intrinsic motivation, and student responsibility for learning.