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Facilitating EFL learners' self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context
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In: Theses (2013)
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A model of motivation for extensive reading in Japanese as a foreign language
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Self-regulation in EFL writing composition: from private speech to the triadic system
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85 |
The Effects of Tools of the Mind on Math and Reading Scores In Kindergarten
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In: Open Access Dissertations (2013)
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Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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Using Online Video Scribed Animation to Teach Writing Self-regulation
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СИСТЕМНО-ЭВОЛЮЦИОННАЯ ПАРАДИГМА И УПРАВЛЕНИЕ ЭКОНОМИЧЕСКОЙ ДЕЯТЕЛЬНОСТЬЮ
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ФОКИНА ЗОЯ ТИТОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Московский государственный строительный университет», 2012
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Effect of Teacher-Child Interactions on Low-Income Children's Early Self-Regulation Development
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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)
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Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ...
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Alternative models of self-regulation and implications for L2 strategy research
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In: English Publications (2012)
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Praktiken des Bloggens im Spannungsfeld von Demokratie und Kontrolle
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In: kommunikation @ gesellschaft ; 6 ; 20 (2012)
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Getting What You Want: Power Increases the Accessibility of Active Goals
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: Elsevier, 2012
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Using Voice-Recording Technology to Investigate the Contributions of Mothers' Management Language to Children's Executive Functions.
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates
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Systematische psychologisch-diagnostische Gesprächsführung und Verhaltensbeobachtung zur Erfassung leistungsrelevanter Arbeitshaltungen
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A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement
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Effects of self-regulation on science vocabulary acquisition of third grade English language learners
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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
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Keyword:
English language learner; Self-regulation; Vocabulary
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URL: http://hdl.handle.net/2152/ETD-UT-2011-12-4672
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Factors affecting the motivation of Vietnamese technical English majors in their English studies
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