University of Oulu

Reflection to the success of language learning

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Author: Nanayakkara, Harini1
Organizations: 1University of Oulu, Faculty of Education, Educational Sciences
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 2.1 MB)
Pages: 68
Persistent link:
Language: English
Published: Oulu : H. Nanayakkara, 2023
Publish Date: 2023-05-26
Thesis type: Master's thesis
Tutor: Mänty, Kristiina
Reviewer: Sobocinski, Marta
Mänty, Kristiina


Becoming a successful language learner requires more than attending classes and memorizing vocabulary. It requires establishing clear goals, finding effective learning methods, and taking control of the learning process. Self-regulated learning (SRL) theory is important for language learning (LL) as it involves individual work and allows learners to take responsibility for their learning. SRL consists of three phases: forethought, performance, and reflection. While all three phases are necessary for effective learning, reflection is especially important for LL as it involves critical evaluation of learning strategies for successful language acquisition. While numerous studies have explored SRL strategies, there needs to be more focus on the reflective learning strategies (RLS) that language learners undertake. This study aims to explore the RLS used by language learners, how they assess the effectiveness of these strategies and the impact of reflection on their learning. 17 language learners studying different languages were involved in the study, and qualitative research methods were used to analyze their experiences. Using a thematic inductive analysis, nine RLS were found, with self-reflection, reviewing, and memorizing as the most mentioned. Five strategies for assessing the effectiveness of RLS were found, comparing goals with current progress being the most common. Additionally, the study found that learners saw reflection as significant in LL. Nine possible impacts of reflection on learning were identified, where identifying obstacles and retainability of knowledge were the most common impacts. The findings highlight the importance of encouraging learners to reflect on their learning processes and suggest that incorporating RLS into LL programs could enhance learning outcomes and provide insight into how learners can assess the efficacy of these strategies.

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Copyright information: © Harini Nanayakkara, 2023. This publication is copyrighted. You may download, display and print it for your own personal use. Commercial use is prohibited.