Andrade, M. S., & Evans, N. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. New York, NY: Routledge, 240 pp., paperback.

The main objective of Principles and Practices for Response: Developing Self-Regulated Learners is to introduce second language (L2) writing teachers to six dimensions of self-regulated learning as they relate to L2 writing: motive, method, time, physical environment, social environment, and performance. The authors begin by providing a thorough yet concise review of the appropriate literature in Chapter 1 (“Response to Second Language Writing and Principles of Self-Regulated Learning”),taking steps to address all sides of any controversial issues, such as the need for feedback in L2 writing and the impact that feedback has on writers. Although some of the distinctions seem a little trite, such as the need to differentiate between “self-regulation” and “autonomy,” this difference becomes clearer and more relevant as self-regulation refers more directly to “how to teach and monitor the strategy use of learners” (p. 20) versus the general freedom of autonomy. In Chapter 2 (“Motive”), Andrade and Evans examine the reasons students are learning and provide tips and suggestions for increasing students’ motivation. They suggest that instructors need to consider the goals and objectives of both the class and individual students, and help students sustain and increase their motivation. Teachers can do so by selecting motivating materials and content and encouraging students to write on topics that are of high interest to them. In Chapter 3 (“Methods of Learning”), Andrade and Evans look at how self-regulated learners learn the target language and encourage teachers to expose students to a wide range of strategies. Teachers are encouraged to allow students to choose their own topics when appropriate, and provide and sustain a supportive and safe environment that allows for risk-taking, because these strategies assist students in becoming invested learners.

The authors discuss students’ study habits in Chapter 4 (“Time Factors”) and the metacognitive and behavioral aspects of self-regulated learners, specifically how they use their time. Teachers should have reasonable expectations for time spent on homework and recognize that students have other classes as well. They must also encourage students to respond to feedback in a productive way by requiring revision and accountability. In Chapter 5 (“Physical Environment”), Andrade and Evans provide resources for teachers to help learners identify and use environments that support effective and efficient study. They also provide information on helping learners better understand how to access information needed to learn. Chapter 6 (“Social Environment”) is designed to help readers understand how to find and evaluate help. Andrade and Evans describe the four categories of self-regulated learning (motive, cognition, metacognition, and behavior) and provide suggestions for teachers to help students master each. The authors state that teachers should “relinquish their position of centrality in the classroom in favor of collaboration” (p. 107) to encourage students to discuss and learn from each other through carefully considered peer activities.

Chapter 7 (“Performance”) discusses the motive, metacognitive, and behavioral aspects of self-regulated learners to consider what students actually learn. Essentially, metacognitive activities that encourage self-reflection help learners increase independence by helping them process teachers’ feedback, identify additional holes in relevant knowledge, and adjust their goals accordingly. Teachers should take steps to include such activities in their classrooms. Additional general suggestions for encouraging students to become self-regulated learners are introduced in Chapters 8 (“Implementing the Self-Regulated Learning Approach in the L2 Writing Classroom”) and 9 (“Adapting to Environmental Factors”).

The topics addressed in the last two chapters are crucial for helping L2 writing instructors fully understand how to implement the six dimensions outlined above in their classes. Nonetheless, some of the promised activities are not quite as clearly presented as would be ideal and some activities contain more of a theoretical overtone instead of a step-by-step pedagogical application. For example, in Chapter 2, teachers are encouraged to assess students’ current levels of motivation and are even provided with an assessment tool; however, readers are given little sense of how to use or analyze the results of such an assessment or what this may mean for them as teachers. This small issue may be intensified due to the judicious use of headings and subheadings in the text, which prevents a strong sense of visual cohesion for the reader.

Additionally, although the content of the theoretical framework chapter (Chapter 1) is relevant, it could be reorganized to make the intended meaning more salient to the reader by including more of the terms and definitions before the scope of this book is introduced. Educators less familiar with theory or applying theory to their classes may struggle with fully understanding how or why to implement particular activities in their classrooms. In addition, this book straddles the fence between theory/theoretical framework and pedagogical application. Although the theories are very sound and concisely presented, more support on the application would increase its value to the writing teachers it so clearly targets.

Despite these minor limitations, Principles and Practices for Response: Developing Self-Regulated Learners is a valuable read and significant addition to a largely neglected aspect of the field of L2 writing. Inexperienced teachers may find it somewhat difficult to read, but colleagues in writing program administration and teacher training, along with more experienced teachers, will find many valuable resources within its pages to help students become more self-regulated learners, a goal that should be at the center of our classroom practices.

Kendon Kurzer, of Brigham Young University (BYU), Provo, has taught second language (L2) writing in several contexts: adult education, various intensive English programs, and at the university level with both freshman writing courses and advanced writing courses. He has also developed peer-tutoring programs designed to provide additional support and individualized feedback for L2 writers at BYU. Although primarily focused on L2 writing, his additional research interests include Korean as a second language, corpus linguistics, and feedback in general.