The Social Dimensions of Learner Autonomy and Self-Regulated Learning

This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social environment in the learning process, I expand the scope of my analysis to include their social dimensions. In the ensuing discussion, I explore the notion that their social dimensions encompass emotional, spatial and political dimensions. To illustrate my points, I draw on data from an ethnographic inquiry investigating the experiences of Japanese English foreign language learners participating in a social language learning space on the campus of a large national university. The paper concludes by examining the implications of this theoretical discussion for pedagogical practice and further inquiry.