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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 Hits 81 – 100 of 127 81 Facilitating EFL learners' self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context Mbato, Concilianus Laos. - : ePublications@SCU, 2013 In: Theses (2013) BASE Show details 82 Positive mental health : a research agenda Carr, Alan. - : Wiley, 2013 BASE Show details 83 A model of motivation for extensive reading in Japanese as a foreign language de Burgh-Hirabe, Ryoko; Feryok, Anne. - : University of Hawaii National Foreign Language Resource Center, 2013. : Center for Language & Technology, 2013 BASE Show details 84 Self-regulation in EFL writing composition: from private speech to the triadic system Yawiloeng, Rattana, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2013 BASE Show details 85 The Effects of Tools of the Mind on Math and Reading Scores In Kindergarten Mackay, Patricia Estrela In: Open Access Dissertations (2013) BASE Show details 86 Apprendre une langue : les enjeux du « jeu intérieur » Brewer, Stephen-Scott In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013) BASE Show details 87 Using Online Video Scribed Animation to Teach Writing Self-regulation Beer, Jonathan. - 2012 BASE Show details 88 СИСТЕМНО-ЭВОЛЮЦИОННАЯ ПАРАДИГМА И УПРАВЛЕНИЕ ЭКОНОМИЧЕСКОЙ ДЕЯТЕЛЬНОСТЬЮ ФОКИНА ЗОЯ ТИТОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Московский государственный строительный университет», 2012 BASE Show details 89 Effect of Teacher-Child Interactions on Low-Income Children's Early Self-Regulation Development Hong, Sandra Lynn. - : eScholarship, University of California, 2012 In: Hong, Sandra Lynn. (2012). Effect of Teacher-Child Interactions on Low-Income Children's Early Self-Regulation Development. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/06z8x5t7 (2012) BASE Show details 90 Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ... Benelli, Enrico; Mergenthaler, Erhard; Walter, Steffen. - : Universität Ulm, 2012 BASE Show details 91 Alternative models of self-regulation and implications for L2 strategy research Ranalli, Jim In: English Publications (2012) BASE Show details 92 Praktiken des Bloggens im Spannungsfeld von Demokratie und Kontrolle Franz, Julia In: kommunikation @ gesellschaft ; 6 ; 20 (2012) BASE Show details 93 Getting What You Want: Power Increases the Accessibility of Active Goals : Elsevier, 2012 BASE Show details 94 Using Voice-Recording Technology to Investigate the Contributions of Mothers' Management Language to Children's Executive Functions. Worzalla, Samantha L.. - 2012 BASE Show details 95 Contemplative Education: How Contemplative Practices Can Support and Improve Education Johannes, Judith In: Master's Capstone Projects (2012) BASE Show details 96 Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates Mohd Zahidi, Azizah Binti. - : Victoria University of Wellington, 2012 BASE Show details 97 Systematische psychologisch-diagnostische Gesprächsführung und Verhaltensbeobachtung zur Erfassung leistungsrelevanter Arbeitshaltungen Eichhorn, Thomas. - 2011 BASE Show details 98 A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement Jung, Jae Hak. - 2011 BASE Show details 99 Effects of self-regulation on science vocabulary acquisition of third grade English language learners Kim, Woori. - 2011 Abstract: text ; The purpose of this study was to investigate the effects of self-regulation on the acquisition of academic vocabulary of ELLs with learning difficulties. Participants were four third-grade Spanish-speaking ELLs who performed below grade level on a vocabulary test in English and scored below 25% accuracy on a science vocabulary measure. This study employed a multiple probe design across subjects and it consisted of four phases: (a) baseline, (b) self-regulation training, (c) self-regulation, and (d) maintenance. During baseline, participants were provided direct vocabulary instruction. During training, self-regulation with prompts was added to the direct instruction and, during intervention, prompts were removed. The intervention continued until the maintenance phase. Each lesson included instruction of six target words followed by daily tests of those six words. Each session lasted 30-35 minutes, divided into 26-30 minutes for the lesson, followed by 4-5 minutes for testing. This study was conducted over 15 weeks; all lessons were implemented using a script. To document students’ progress on the acquisition of science vocabulary, two daily vocabulary tests were administered during every session. One was a receptive word-knowledge test to measure how many words students understood. The other was an expressive word-knowledge test to measure how well the students understood the words. Furthermore, student interviews were conducted after completion of the study. Results revealed that self-regulation in conjunction with direct instruction was more effective than direct instruction alone not only on receptive word knowledge, but also on expressive word knowledge. Also, students showed a long-term effect in the acquisition of the both types word knowledge. Students had a positive perception of self-regulation, although they preferred different sub-strategies (self-goal setting, self-monitoring, and self-recording). These findings suggest that ELLs with learning difficulties need an intensive intervention beyond direct instruction alone and self-regulation is a critical strategy in formulating such an intensive intervention. ; Special Education Keyword: English language learner; Self-regulation; Vocabulary URL: http://hdl.handle.net/2152/ETD-UT-2011-12-4672 BASE Hide details 100 Factors affecting the motivation of Vietnamese technical English majors in their English studies Phan, Thi Thanh Hang. - : University of Otago, 2011 BASE Show details Page: 1 2 3 4 5 6 7

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