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The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ...
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EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
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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
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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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)
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Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
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In: Masters of Arts in Education Action Research Papers (2020)
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Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
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Adaptability
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In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020)
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Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ...
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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
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'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma
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A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China
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In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019)
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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Cognitive Language Acquisition Training in a Classroom Setting
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Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
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L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study
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Abstract:
A writing conference (WrC) is a one-on-one consulting session concerning a student’s written academic work that takes place in a novice–expert pair. The literature on second language (L2) WrCs commonly addresses issues such as how novice writers learn to write, writers’ communicative responsibilities, and the challenges involved in L2 WrCs (e.g., Cumming & So, 1996; Ewert, 2009; Patthey-Chavez & Ferris, 1997; Young & Miller, 2004). L2 writing research has identified conditions that lead to successful textual revisions by coding texts, while conference studies have illustrated dominance and miscommunication in WrC talk by analyzing discursive practices. Yet these approaches are rarely employed together to understand data from the same participants and contexts, and most studies have been conducted on a small scale. To understand the effectiveness, meaningfulness, and challenges of L2 WrCs, I introduced WrCs in a college-level English for Academic Purpose (EAP) program in Hawai‘i. Employing a sequential explanatory mixed-methods research design (Creswell, 2009), I collected pre and post questionnaires and essays from 108 learners. Over the course of the semester, 33 student–tutor pairs met for WrCs outside of regular EAP class times. I video recorded the WrCs, collected the students’ drafts and revisions, and conducted playback interviews with each participant. I statistically compared the quality of the students’ texts and attitudes, coded the topics discussed, discourse structures, and revision types, and explored the participants’ performances qualitatively. While the findings of the quantitative analysis indicate marginal effectiveness of L2 WrCs, the coding analysis demonstrates the diversity of the participants’ engagement in the WrCs. Qualitative analysis of selected WrCs illustrates the active participation and scaffolding that occurred in individual sessions, shows the interactive structure of the WrCs, and validates quantitative and coding results. Finally, the study explores the convergence and divergence of the findings from the different analyses, allowing a mixed-methods interpretation that casts new light on WrCs and L2 learning-to-write. Pedagogically, this study addresses the following matters: (a) whether WrCs are useful, (b) whether L2 learners should attend WrCs, (c) what learners and their tutors discuss during WrCs, and (d) how learners and tutors participate in WrCs. ; Ph.D.
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Keyword:
English as a second language; learning-to-write; Linguistics; mixed-methods research; Pedagogy; second language acquisition; second language writing; self-regulation; writing conference
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URL: http://hdl.handle.net/10125/66203
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