1 |
The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
|
|
Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
|
|
In: Theses: Doctorates and Masters (2022)
|
|
BASE
|
|
Show details
|
|
3 |
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
|
|
4 |
Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
|
|
|
|
In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
|
|
BASE
|
|
Show details
|
|
6 |
Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2021)
|
|
BASE
|
|
Show details
|
|
7 |
Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
|
|
BASE
|
|
Show details
|
|
8 |
I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
|
|
|
|
In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
9 |
Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
|
|
|
|
In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
|
|
BASE
|
|
Show details
|
|
10 |
Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
|
|
|
|
In: Masters of Arts in Education Action Research Papers (2020)
|
|
BASE
|
|
Show details
|
|
11 |
Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Adaptability
|
|
|
|
In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020)
|
|
BASE
|
|
Show details
|
|
14 |
Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ...
|
|
|
|
BASE
|
|
Show details
|
|
15 |
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
|
|
|
|
BASE
|
|
Show details
|
|
16 |
'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma
|
|
|
|
BASE
|
|
Show details
|
|
17 |
A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China
|
|
|
|
In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019)
|
|
BASE
|
|
Show details
|
|
18 |
Self-regulation and Chinese character learning strategies in Irish Higher Education
|
|
JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
|
|
BASE
|
|
Show details
|
|
19 |
Cognitive Language Acquisition Training in a Classroom Setting
|
|
Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
|
|
BASE
|
|
Show details
|
|
20 |
L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study
|
|
|
|
BASE
|
|
Show details
|
|
|
|