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15 A study on the use of formative feedback and growth portfolio to enhance self-regulatory capacity amongst high-ability learners.
This case study examines how formative feedback may help in enhancing the capacity of high-ability learners (HALs) to self-regulate in the learning of a second language. Despite self-regulatory learning (SRL) being examined in numerous educational settings and being proven to be effective in facilitating learning processes, few empirical studies have been conducted in the context of second language learning, specifically amongst HALs (Laine, 2010; Weinberg, 2011). Based on a large body of research on HALs, these individuals exhibit traits of self-regulation (Risemberg & Zimmerman, 1992) and these skills could be stretched further through self-regulatory classroom strategies.