Abstract:
This paper reports on a case study that aimed to identify key factors that influence students' motivation and capacities to self-regulate their learning in English in junior secondary school. The study focused on pedagogical and affective conditions through an analysis of (a) a group of year 8 students' perceptions of self-regulatory learning strategies in tackling a range of literacy tasks, and (b) organizational structures and teaching and learning processes in this curriculum area that supported the development of self-regulation. The paper concludes with some implications for future practices for teachers and students in this area of student learning.