**4. Conclusion**

This chapter has reviewed key findings from the literature on self-regulated learning and autonomy and applied them to distance learning. In particular, it has presented a model for self-regulated distance learning and research findings supporting the model. Example activities have been provided to demonstrate how the model can be applied to help distance learners develop strategies related to the six dimensions of self-regulated learning: motive, methods of learning, time, physical environment, social environment, and performance. In the case of English language learning courses, the use of embedded self-regulated learning activities results in improved language proficiency, satisfied learners, and increased capacity for self-regulation and autonomy. The pedagogy incorporated by this innovative course design model addresses the dual needs of learners to master content and develop learning skills and strategies. The latter allows learners to be successful in achieving their goals. The model does not prescribe specific pedagogical activities; these can be developed to fit the context and learner using the six dimensions of self-regulated learning as guidelines.
