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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...54 55 56 57 58 Hits 1.141 – 1.153 of 1.153 1141 Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems? Gonzalez, Gloriana BASE Show details 1142 Talking about my body: being and language Patterson, Donna.. - : University of Alberta. Department of Educational Psychology. BASE Show details 1143 Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners Jun, Seung Won. - NO_RESTRICTION Abstract: The study examined how 5 adult Korean learners of English developed self-regulated learning (SRL) skills to overcome lexical problems in their English writing. Empirical studies have consistently shown that many of the greatest problems for ESL learners in writing are lexical in nature. The goal of the present study was to help participants to address these problems, first through tutored assistance and then more independently by controlling their uses of strategies through planning, monitoring, and evaluation processes. The study involved two phases: Phase 1 was exploratory in nature, in which I attempted to identify typical lexical problems Korean learners of English encounter in writing. Phase 2 included an intervention in the form of one-on-one tutoring that followed the cyclic model of SRL proposed by Zimmerman, Bonner, and Kovach (1996). I worked with 5 participants through the SRL cycle individually as they wrote and revised 3 argumentative essays. The intervention lasted for 9 weeks, focusing on developing the participants’ SRL skills in writing through the use of various strategies that were devised in Phase 1 and refined throughout Phase 2. I analyzed the participants’ difficulties and uses of strategies, self-ratings on their essays, and several measures of essay quality to examine changes in their SRL skills, self-efficacy, and writing skills. The participants initially encountered various types of difficulties in their English writing and primarily relied on self-employed strategies to cope with their difficulties. Over the course of the intervention, the participants’ attention to their difficulties and uses of various linguistic resources became progressively more focused and specific. Initially, the participants largely depended on their L1 to write their L2 essays, being chiefly occupied with the grammatical encoding of their communicative intentions. Subsequently, the participants displayed unique patterns in developing their SRL skills, which exerted positive influences on building their self-efficacy beliefs as writers and on improving the quality of their essays. Based on these findings, I emphasize the growing need for L2 writing teachers to incorporate language-focused, vocabulary-centered, and corpora-based instruction into their teaching practices. In turn, students require individual support and untimed writing tasks to develop SRL skills in writing. ; PhD Keyword: 0727; lexical knowledge; second language writing; self-regulated learning URL: http://hdl.handle.net/1807/35057 BASE Hide details 1144 Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses Fujita, Nobuko. - NO_RESTRICTION BASE Show details 1145 EFL Learners’ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performanc, and Knowledge Shiu, Li Ju. - NO_RESTRICTION BASE Show details 1146 Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher Jao, Limin. - NO_RESTRICTION BASE Show details 1147 Verb Aspect and World Knowledge in the Mental Representation of Text: Evidence from Eye Movements Mozuraitis, Mindaugas. - NO_RESTRICTION BASE Show details 1148 How Do We Know What is the Best Medicine? From Laughter to the Limits of Biomedical Knowledge Nunn, Robin Jack. - WITHHELD_ONE_YEAR BASE Show details 1149 Enhancing Knowledge Building Discourse in Early Primary Education: Effects of Formative Feedback Resendes, Monica. - NO_RESTRICTION BASE Show details 1150 Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach Najafi, Hedieh. - NO_RESTRICTION BASE Show details 1151 Modernist Curiosities: Desire, Knowledge and Literature in Gustave Flaubert's "Bouvard et Pécuchet", Elias Canetti's "Die Blendung" and Jorge Luis Borges's "El Aleph" Pemeja, Paul. - NO_RESTRICTION BASE Show details 1152 Belief & Linguistic Agency Richardson, Carolyn. - NO_RESTRICTION BASE Show details 1153 Enseñanza del contenido léxico del currículo de lengua inglesa de primaria Agote Agúndez, Elena BASE Show details Page: 1...54 55 56 57 58

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