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1	Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
	Faith, Laurie Christine. - : University of Toronto, 2022
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2	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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3	Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
	Peteranetz, Markeya S.; Soh, Leen-Kiat; Shell, Duane F....
	In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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4	Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
	Rickey, Nathan. - 2021
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5	Productive Failure in Virtual Language Learning for English
	Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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6	Un estudio de la disponibilidad léxica en el ámbito de la autorregulación del aprendizaje en la formación inicial docente
	Zambrano Matamala, Carolina
	In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 79, 2021 (Ejemplar dedicado a: Vol. 42, 79 (2021):ENERO-JUNIO, 2021), pags. 11-13 (2021)
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7	Contexts for self- and co-regulated learning in a dual-language elementary school classroom
	Cerda, Janet; Bailey, Alison L; Heritage, Margaret
	In: LANGUAGE AND EDUCATION, vol 34, iss 5 (2020)
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8	A Model of Community College Students’ Self-Regulated Language Learning
	Hromalik, Christopher David
	In: Dissertations - ALL (2020)
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9	Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos
	Salinas Ibáñez, Jesús; Benito Crosetti, Barbara de
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 65, 2020, pags. 31-42 (2020)
	Abstract: This paper deals with the implementation of personal learning pathways in a technology-enriched environment to enhance learning experiences in initial teacher training. The study uses mixed-methods within a design-based research approach. In a first phase of the approach, the characteristics that personalised learning pathways should meet were identified. In the next stage, the learning sequences’ structure for the pathways was designed, considering context, teaching-learning approach, tasks and assessment. The main result is an interchangeable learning sequence structure prototype that enables the configuration of personalised learning pathways by the students themselves, and the exchange and co-design of learning pathways between different teachers. The students select the sequences from a catalogue, organising their own learning pathways from the combination of different types of sequences offered. This strategy promotes students’ autonomy and self-direction in the learning process, as well as their development of personal information management and collaborative work skills. The conclusion is that the proposed personalized pathways present an adequate balance between the structure, result of the learning design and / or co-design, and the necessary autonomy for the self-direction of their own learning process, whether in individual learning or in the collaborative construction of knowledge. ; Este trabajo se ocupa de la aplicación de itinerarios personales de aprendizaje en un ambiente enriquecido por tecnología para la mejora de las experiencias de aprendizaje en la formación inicial docente. Se utiliza un enfoque mixto aplicando investigación basada en diseño, para identificar las características que deben reunir los itinerarios personalizados de aprendizaje y diseñar la estructura de secuencias didácticas que configuran dichos itinerarios atendiendo al contexto, al enfoque de enseñanza y aprendizaje, a las tareas y a la evaluación. El principal resultado es un prototipo de estructura intercambiable de secuencia didáctica que permite la configuración de itinerarios personalizados de aprendizaje por parte de los propios estudiantes, al mismo tiempo que el intercambio y co-diseño de itinerarios entre distintos docentes. Los estudiantes seleccionan las secuencias de entre un catálogo de ellas, organizando sus propios itinerarios de aprendizaje a partir de la combinación de diferentes tipos de secuencias ofertadas, promoviendo la autonomía y autodirección del proceso de aprendizaje y el desarrollo de competencias de gestión personal de la información y de trabajo colaborativo por parte de los alumnos. Se concluye que los itinerarios personalizados propuestos presentan un adecuado equilibrio entre la estructura, fruto de la labor de diseño y/o co-diseño didáctico, y la autonomía necesaria para la autodirección del propio proceso de aprendizaje, ya sea en aprendizajes individuales o en la construcción colaborativa del conocimiento
	Keyword: aprendizaje autorregulado; curricular design; design-based research; didactic strategies; digital; diseño curricular; entorno personal de aprendizaje; estrategias didácticas; investigación basada en diseño; itinerario de aprendizaje; learning pathways; Learning sequences; personalised learning environment; Secuencias de aprendizaje; self-regulated learning
	URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7555367
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10	Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays
	Atik Umamah; Bambang Yudi Cahyono
	In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 25-35 (2020) (2020)
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11	Fostering learner autonomy in an EFL Malagasy context
	Vola Ambinintsoa Razafindratsimba, Dominique. - : Victoria University of Wellington, 2020
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12	Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school
	Odegard, Harold. - 2019
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13	Interação, revisão, autorregulação: o seu impacto no desempenho ortográfico ; Interaction, revision, self-regulation: its impact on orthographic performance
	Santos Lima, Regina Maria Nascimento Leal dos. - 2019
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14	A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners
	DeFrancisco, Gabriela
	In: FIU Electronic Theses and Dissertations (2019)
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15	Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
	Tur, Gemma; Urbina, Santos; Forteza, María Dolores
	In: Digital Education Review; NUMBER 35 JUNE 2019; 18-35 ; 2013-9144 (2019)
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16	Metacognitive calibration in introductory physics courses: Predictors and interventions
	Morphew, Jason Wade. - 2019
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17	Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class
	Didi Suherdi
	In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 67-75 (2019) (2019)
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18	O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade
	Borges, Sandra Maria Medeiros. - 2018
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19	El Lapbook como recurso motivador para desarrollar la autorregulación en el área de Lengua Inglesa en 4º curso de Educación Primaria
	Scott, Yolanda Isabael. - 2018
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20	Exploring the strategic potential of roles for collaboration
	Starcheski, Shayla. - 2018
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