| 1 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
|
|
|
|
In: Research outputs 2014 to 2021 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
|
|
|
|
In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
|
|
|
|
In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
|
|
|
|
In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
|
|
|
|
Abstract:
In the past few decades, numerous attempts have been made to promote thinking skills and improve learning standards. Among these efforts, thinking skills have been widely advocated in higher education policy and practice. For this reason, the notion of metacognitive and self-regulatory development has been extensively applied in various educational contexts, including English language education. Metacognitive and self-regulatory development is perceived to play an essential role in regulating reflective thinking, learning and agency. Emerging evidence also suggests that metacognitive and self-regulatory development is associated with improved learning outcomes. To examine the existing evidence on the impact of metacognitive interventions in tertiary English as a Foreign Language (EFL) contexts, a systematic review was conducted. For this purpose, a priori review protocol was developed to minimise bias in identifying, screening and including studies for quality assessment and synthesis. The results from a meta-analysis indicate the potential of the metacognitive approach for EFL learning. However, the evidence remains inconclusive due to the limitations in the included studies. The findings from a thematic synthesis highlight the vital role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than mere teaching about metacognition, for successful metacognitive development programmes. Informed by the findings of the systematic review and a pilot study, the main study in the thesis was designed to assess the effectiveness of a metacognitive intervention on students’ learning and metacognitive awareness. The study design is a cluster randomised controlled trial conducted with a target group of approximately 800 tertiary Thai EFL learners in the southernmost areas of Thailand. They were faced with a new education policy challenge requiring students to pass a standardised English test to satisfy the additional graduation criteria. The study included fourteen classes, twelve of which were randomly allocated as either an intervention or a control group. The other two non-randomised clusters were included for comparison. Standardised English tests and student questionnaires were used to collect data for the main outcomes. Classroom observations and interviews were conducted for process evaluation. Secondary data analysis and regression analysis were also included to gain more insights into the role of metacognition and self-regulation in EFL learning. The results suggest that the intervention group made more progress in the English language than their non-intervention peers. The intervention seems to offer more benefits to lower proficiency students than the more advanced ones. However, the impact of the intervention on metacognitive awareness had ambiguous results. The process evaluation describes both the positive features and the drawbacks of the intervention. The findings from multimethod analyses provide some valuable implications for learning, pedagogy and policy development.
|
|
Keyword:
education policy and practice; English as a Foreign Language; evidence-based evaluation; metacognition and self-regulation
|
|
URL: http://etheses.dur.ac.uk/14338/1/EdD_Thesis_-_M_Wongdaeng_000682268.pdf
http://etheses.dur.ac.uk/14338/
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
Towards the new construct of academic English in the digital age
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
|
|
Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
