**1. Introduction**

Although most higher education institutions offer some form of distance education (Parsad & Lewis, 2008), learners may struggle with this mode of learning due to insufficient independence and discipline. Success in these contexts requires learner self-regulation, or the ability to control the factors and conditions that affect learning (Dembo, Junge, & Lynch, 2006). The Model of Self-Regulated Distance Learning (Andrade & Bunker, 2009, 2011b) has been successfully applied to online distance English language courses to increase learners' self-regulation, capacity for autonomy, course persistence, and language proficiency (Andrade & Bunker, 2011a). The model, based on the theories of transactional distance (Moore, 1972, 2007) and self-regulated learning (Schunk & Zimmerman, 1994; Zimmerman, 1994; Zimmerman & Risemberg, 1997), provides a framework to guide course designers and teachers in helping learners develop self-regulated learning behaviours as they master course content. The model is applicable to any course or content area. This chapter briefly reviews the theoretical underpinnings of the model and research that demonstrates its effectiveness. It then shares approaches and activities that can be embedded into distance courses to meet learners' diverse needs and educational backgrounds. These activities are illustrated with examples of distance English language courses and learners.
