Self-regulated Preschool Foreign Language Learning

Self-regulated learning (SRL) is closely related to intrinsic motivation, spontaneity and academic success. It is also the way young children learn. This thesis is an attempt to introduce SRL into the field of preschool foreign language teaching. Based on SRL theories and tailored for preschoolers, it develops a tentative foreign language teaching method (SR Approach) and assesses its effects on the process and outcome of preschool foreign language learning in terms of (1) target language proficiency, (2) the development of language learning strategies, (3) the level of intrinsic motivation and (4) the level of self-determination. Different measures, data resources, and methods are used. The combination of measures, data resources, and methods allowed triangulation of the finding that SRL leads to higher target language proficiency, more frequent use of some language learning strategies, enhanced intrinsic motivation and increased self-determination.