Abstract:
Various studies have documented a relationship between college students' self-regulatory
capabilities and achievement; however, many indicate that not all college students can
actively guide and manage their learning. From this perspective, Self-Regulated Learning
(SRL) complements the notion of the No Child Left Behind Act to stop the great risk of
college students from dropping out. SRL researchers have paid little attention in creating high-SRL environments to foster SRL skills in the second language classrooms. This study sheds lights on how modeling is an effective way of building self-regulatory academic skills.
Moreover, reading and writing research is discussed in which modeling was employed to
enhance students' achievement, skills, self-efficacy, and self-regulation across multiple phases of Zimmerman's model and SRSD model according to social cognitive theory and
research findings. Interviews and observations of language arts lessons were analyzed to
determine the extent to which teachers' tasks and practices created opportunities to engage in self-regulated reading and writing. These findings are addressed to ESL teachers to
encourage them to use modeling as a method of instruction, to promote SRL environment, and to enhance students' achievement.
