Abstract

The present mixed methods study looks at the impact of a specific self-regulatory framework (WOOP) developed within the domain of mental contrasting with implementation intentions (MCII), and its effects on the self-reported self-regulation of learners in an intensive English program in the United States over the course of one 14-week semester. The research, which includes a total of 187 participants, compares self-reported self-regulation between students who used the framework and those who did not, and the impact the tool has on the different proficiency levels involved in the study. Furthermore, following a sequential explanatory design, the study aims to examine the participants' impressions on the value of this self-regulatory strategy. The quantitative data show that, despite the lack of significant difference between groups, there are meaningful differences across levels of proficiency. Individual interviews with select participants also reveal a general acknowledgement of the value of goal setting and planning in language learning, whether via MCII or not. In summary, MCII and a focus on self-regulation instruction appear to be beneficial in the bigger scheme of ESL learning and teaching.

Degree

MA

College and Department

Linguistics and English Language

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2020-12-10

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd11950

Keywords

self-regulation, mental contrasting, MCII, WOOP, intensive English program, ESL

Language

english

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