Strategic Self-Regulation (S2r) Among Multilingual Learners in Polyglot Indonesia Community

Abstract

This research aims to investigate the types of strategic self-regulation (S2R) among multilingual learners in polyglot Indonesia Community. There are eight respondents from Polyglot Indonesia Community who have multilingual competency are interviewed to gain the data of the study. This study employed qualitative approach using case study analysis. The result showed us that the respondents of this research, the polyglot, mostly employed all strategies, consist of cognitive metacognitive strategies, affective meta-affective strategies, sociocultural interaction and meta-SI strategies. But some of the respondents do not use some specific strategies, especially affective strategies and meta-affective strategies. Based on the conclusions above, it can be inferred that the use strategic self-regulation (S2R) among multilingual learners in polyglot Indonesia Community are still highly use, even though some strategies were not employed

A Polyglot’s Strategies in Learning Foreign Languages: a Case Study

“…plurilingualism, was coined to emphasize the focus of the study (Calafato & Simmonds, 2023;Cenoz, 2013;Jeoffrion, Marcouyeux, Starkey-Perret, et al, 2014). Most studies focusing on individual multilingualism addressed the characteristics of multilingual individuals, such as motivation (Calafato, 2021;Macatuno-Nocom, 2022;Thompson & Erdil-Moody, 2016), learning strategies (Alshaghel & Pappuswany, 2021;Brosh, 2018;Chattaraj, 2017;Dolgunsöz, 2013;Macatuno-Nocom, 2022;Qomariyah et al, 2022;Raftari & Vosoughi, 2013), learners' performance and the factors affecting the performance (Bin-Tahir et al, 2018;Bensalem, 2018;Brosh, 2018;Shishova, 2020), the cognitive and neural characteristics of multilingual individuals (Bright, Ouzia & Filippi, 2015;Hayakawa & Marian, 2019;Wattendorf, Festman, Westermann et al, 2014), as well as the impacts and benefits of multilingualism (Botes et al, 2020;Calafato, 2021;Calafato & Simmonds, 2023;Dolgunsöz, 2013;Lewis, 2023;O'Brien, Curtin & Naqvi, 2014;Pitkänen-Huhta, 2019).…”

“…On a broader scope, multilingualism, especially in terms of learning a new language, has been known to help slow down certain aspects of age-induced cognitive decline (Cenoz, 2013). Furthermore, within the broader context of society, multilingualism is known to help promote social and linguistic diversity and inclusion (Marácz & Adamo, 2017) and help promote language socialization, which opens opportunities for multilingual individuals to be socialized into new identities or communities (Calafato, 2021), and improve individuals' and communities' cultural awareness (Alsaghel & Pappuswamy, 2021;Anisimova, 2019;Calafato, 2021;Kidwell & Triyoko, 2021;Krasowska, 2020;Lewis, 2023;Marácz & Adamo, 2017;Oxford, Rubin, Uhl et al, 2014;Pinto & Alexandre, 2004;Raftari & Vosoughi, 2013;Souza, 2018;Qomariyah et al, 2022).…”

“…a set of 'specific actions, behaviors, steps, or techniques' that learners employ to handle and/or complete a task. Such a strategy will allow individuals to progress through their language development skills (Brosh, 2018;Chattaraj, 2017;Qomariyah et al, 2022). As language learning continuously requires the learners to exercise their problemsolving ability, language learning strategy constitutes an integral part of solving the encountered problems, by which the learners receive, process, and integrate information (Brosh, 2018).…”

“…While multilingualism is a common phenomenon, the study of multilingualism is relatively a new branch in the extensive scope of language and linguistic studies. Anisimova (2019) pointed out that multilingualism is multifaceted, and can be examined from a range of different perspectives, such as linguistics and psychology (Bin-Tahir, Atmowardoyo, Dollah, Rinantanti, & Suriaman, 2018;Botes, Dewaele, & Greiff, 2020;Shishova, 2020), sociolinguistics (Kidwell & Triyoko, 2021;Qomariyah, Anam, & Setiawan, 2022) or socio-economics (Chattaraj, 2017), education (Bensalem, 2018;Brosh, 2018;Castillo, 2013;Cenoz, 2013;Macatuno-Nocom, 2022), and even neuroscience (Wattendorf, Festman, Westermann et al, 2014). More specific studies have also been conducted to tap into the different areas of multilingualism, including the characteristics of multilingual individuals and/or communities (Cenoz, 2013), the emotions and emotional dynamics of multilingual individuals from the perspective of positive psychology (Botes et al, 2020), and the learning strategies that they employ when learning foreign languages (Alshaghel & Pappuswamy, 2021;Chattaraj, 2017;Dolgunsöz, 2013;Zarei & Baharestani, 2014).…”

“…The significance of learning strategies about multilingualism and foreign language learning also lies in the general acknowledgment that multilingual individuals indeed possess unique characteristics that both provide and result in advantages and superiority against monolingual individuals (Anastassiou et al, 2017;Dolgunsöz, 2013;Wattendorf et al, 2014). Considering the unique characteristics of multilingual individuals, it comes as no surprise that they typically would employ a set of learning strategies that are often relatively, or may even be significantly, different compared to those of monolingual and even bilingual individuals (Brosh, 2018;Calafato & Simmonds, 2023;Chattaraj, 2017;Dolgunsöz, 2013;Hemaidia, 2013;Macatuno-Nocom, 2022;Qomariyah et al, 2022;Zarei & Baharestani, 2014).…”