Autonomous Learning Support Outside the Classroom: Focusing on the Planning and Reflection Phases of Self-Regulated Learning Theory

Junko Carter-Yamashita, Seikei Institute for International Studies, Seikei University, Japan. https://orcid.org/0000-0001-6805-3588

Carter-Yamashita, J. (2025). Autonomous learning support outside the classroom: Focusing on the planning and reflection phases of self-regulated learning Theory. Studies in Self-Access Learning Journal, 16(4), 635–651. https://doi.org/10.37237/160403

Abstract

The aim of this study was to examine the effects of providing guidance and opportunities for learners to engage in autonomous learning outside the classroom, with a specific focus on the forethought and self-reflection phases based on self-regulated learning theory. The learning support with a self-study log for seven weeks provided Japanese language learners with opportunities to visualize their activities during out-of-class learning. As a result, even within a short period of time, learners acquired self-reflection skills when compared to the control group. This study demonstrates that support based on self-regulated learning theory can solidify and enhance the self-regulation skills of Japanese language learners during out-of-class learning, providing valuable insights for Japanese language instructors aiming to cultivate learner autonomy. Based on the findings, future recommendations include interventions that provide specific support for students struggling with concrete planning and instruction in strategies for effective self-regulated learning. Additionally, fostering learners’ self-efficacy through scaffolding and acknowledging the role of teacher feedback can further contribute to their self-regulation.

Keywords: autonomous learning, self-regulated learning, goal setting, self-reflection, Japanese language education