Abstract:Language regulation is perceived as positive because it makes learners more aware of their errors and allows for learner-generated repairs. Despite this evidence, studies in language regulation place little emphasis on language regulation in the classroom. This study examined the practices of language regulation in the ESL classroom. Using purposive sampling, data consisted of classroom lesson recordings and interviews from 8 classrooms (360 students; 24 teachers) in senior high schools in the Koforidua townsh… Show more
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