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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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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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Abstract:
Most composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals, and voluntary inclusion of learning materials as psychological tools. All participants reportedly viewed verbalisation as a useful strategy and most participants were able to describe their increased theoretical understanding of the concepts explicitly taught. However, their conceptual understanding did not always translate into their actual performance. These findings raise pedagogical implications and highlight the need for human mediators to make explicit the learning concepts, materials and strategies, so that theoretical understanding and learning tools can lead to meaningful task performance. Based on the above findings, this thesis proposes a self-regulation model and calls for future research to investigate how explicit verbalisation training can be systematised.
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Keyword:
academic writing; activity theory; argumentation; case study design; CHAT; coherence; concept-based instruction; conceptual development; control; discourse synthesis; EFL/ESL composition; execution; explicit mediation; Gal'perin; integrated writing task; internalisation; Leont'ev; mediation; metacognition; microgenetic analysis; microgenetic development; microgenetic episode; object-regulation; orientation; other-regulation; private speech; private speech of adult learners; qualitative research; reading-to-write; reading-writing connection; reading-writing relationship; reciprocal concepts; reciprocal skills; scientific concept; SCOBA; second language writing; self-directed speech; self-instruction; self-questioning; self-regulation; self-regulation model; self-regulatory strategy; sociocultural theory; speaking and writing; STI; strategies; Systemic Theoretical Instruction; talking-to-learn; task orientation; Thai EFL context; Toulmin; verbal data; verbalisation; verbalisation training; Vygotsky; writing-from-sources
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URL: http://hdl.handle.net/10523/5577
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