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EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
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Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
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Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade ; F(irst) A(ttempt) I(n) L(earning). Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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Cognitive Language Acquisition Training in a Classroom Setting
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Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
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L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study
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Abstract:
A writing conference (WrC) is a one-on-one consulting session concerning a student’s written academic work that takes place in a novice–expert pair. The literature on second language (L2) WrCs commonly addresses issues such as how novice writers learn to write, writers’ communicative responsibilities, and the challenges involved in L2 WrCs (e.g., Cumming & So, 1996; Ewert, 2009; Patthey-Chavez & Ferris, 1997; Young & Miller, 2004). L2 writing research has identified conditions that lead to successful textual revisions by coding texts, while conference studies have illustrated dominance and miscommunication in WrC talk by analyzing discursive practices. Yet these approaches are rarely employed together to understand data from the same participants and contexts, and most studies have been conducted on a small scale. To understand the effectiveness, meaningfulness, and challenges of L2 WrCs, I introduced WrCs in a college-level English for Academic Purpose (EAP) program in Hawai‘i. Employing a sequential explanatory mixed-methods research design (Creswell, 2009), I collected pre and post questionnaires and essays from 108 learners. Over the course of the semester, 33 student–tutor pairs met for WrCs outside of regular EAP class times. I video recorded the WrCs, collected the students’ drafts and revisions, and conducted playback interviews with each participant. I statistically compared the quality of the students’ texts and attitudes, coded the topics discussed, discourse structures, and revision types, and explored the participants’ performances qualitatively. While the findings of the quantitative analysis indicate marginal effectiveness of L2 WrCs, the coding analysis demonstrates the diversity of the participants’ engagement in the WrCs. Qualitative analysis of selected WrCs illustrates the active participation and scaffolding that occurred in individual sessions, shows the interactive structure of the WrCs, and validates quantitative and coding results. Finally, the study explores the convergence and divergence of the findings from the different analyses, allowing a mixed-methods interpretation that casts new light on WrCs and L2 learning-to-write. Pedagogically, this study addresses the following matters: (a) whether WrCs are useful, (b) whether L2 learners should attend WrCs, (c) what learners and their tutors discuss during WrCs, and (d) how learners and tutors participate in WrCs. ; Ph.D.
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Keyword:
English as a second language; learning-to-write; Linguistics; mixed-methods research; Pedagogy; second language acquisition; second language writing; self-regulation; writing conference
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URL: http://hdl.handle.net/10125/66203
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Autorregulação da aprendizagem em inglês no contexto pré-escolar ; Self-regulation of learning in English in a preschool context
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Regulating self, others’ and group motivation in online collaboration
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Transfer and Articulation: Tracing Metalinguistic Development in Year 8 Writers
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Morgan, Sharon. - : University of Exeter, 2018. : Graduate School of Education, 2018
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Testing the Bilingual Advantage Hypothesis: Language Balance and Self-Regulation
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Parental Empowerment via Instructional Technology in the Context of Learning Arabic as a Second Language
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Sweileh, Belal. - : University of Alberta. Department of Secondary Education., 2018
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The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs
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In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017)
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Exploring the Impacts of the Parent-Child Mother Goose Program
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Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017
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Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ...
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Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016
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Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement
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Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
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