The Key to Self-Regulated Learning

Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning and Teaching. His interests are in out-of-class learning, technology, and language teacher leadership. Hayo is the author of this paper.

Dr Linh Phung (www.eduling.org/teaching) is Director of the English Language Program at Chatham University in Pittsburgh, USA. She is also Director of Eduling International (www.eduling.org), which offers English materials and online instructional services to students in any location. She has peer reviewed articles published in a variety of education and language journals, and is a co-author of the book Studies in English: Strategies for Success in Higher Education (Palgrave Macmillan, 2017). Passionate about creating bilingual materials and opportunities for language learning beyond the classroom, she recently published a children’s book and an app called Eduling Speak. She currently serves as Chair of the Affiliate Network Professional Council of TESOL International (2022–2023), which allows her to work with TESOL organizations around the world. Linh is a consultant on this paper.

Stephen Ryan has been involved in language education for over 30 years both as a practising teacher and as a researcher. Most of that time has been spent in Japan and he is currently a professor in the School of Culture, Media and Society at Waseda University, Tokyo. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching, co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited, co-authored with Zoltan Dörnyei. Stephen is a consultant on this paper.

Nathan Thomas is a Lecturer in TESOL at the IOE, UCL’s Faculty of Education and Society, University College London and a Teaching Fellow in Applied Linguistics at the University of Oxford. He is mainly interested in strategies for language learning and use, theory building, and innovative qualitative research. His work has been published in leading academic journals such as Applied Linguistics, ELT Journal, Journal of Multilingual and Multicultural Development, Journal of Second Language Writing, Language Teaching, Linguistics and Education, System, Teaching and Teacher Education, TESOL Quarterly, and TESOL Journal. Prior to his current roles, he taught English for academic purposes in the UK and spent ten years teaching in China and Thailand. This practical experience guides his scholarly work. Nathan is a consultant on this paper.