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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...7 Hits 1 – 20 of 127 1 The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ... Dilek, Senanur. - : Open Science Framework, 2022 BASE Show details 2 EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022 In: Theses: Doctorates and Masters (2022) Abstract: The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms. While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap. This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model. The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom. This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom. Keyword: Education; flipped classroom; Higher Education; metacognition; self-regulation; surface learning URL: https://ro.ecu.edu.au/theses/2512 BASE Hide details 3 Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts WONGDAENG, MEECHAI. - 2022 BASE Show details 4 Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives Faith, Laurie Christine. - : University of Toronto, 2022 BASE Show details 5 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 Schaub, Simone; Eberli, Ramona; Ramseier, Erich... In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021) BASE Show details 6 Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing Bildfell, Ashley A In: Electronic Thesis and Dissertation Repository (2021) BASE Show details 7 Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes Feng Teng, Mark In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021) BASE Show details 8 I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION Samantha Azatova In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021) BASE Show details 9 Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits ZNAIDI, ADEL 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) BASE Show details 10 Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom Spencer, Kate In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 11 Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms Braund, Heather. - 2020 BASE Show details 12 Adaptability Rossier, Jérôme In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020) BASE Show details 13 Meditative Breathing A Catalyst for Positive Change Browne, Robyn. - : Victoria University of Wellington, 2020 BASE Show details 14 Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ... Татарина Татьяна Михайловна. - : Самарский научный вестник, 2019 BASE Show details 15 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 Almeida, Marta Silva Reis Ribeiro de. - 2019 BASE Show details 16 'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma Groome, Andrew Gerard. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 17 A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China Fan; Zhang; Tang In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019) BASE Show details 18 Self-regulation and Chinese character learning strategies in Irish Higher Education JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019 BASE Show details 19 Cognitive Language Acquisition Training in a Classroom Setting Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019 BASE Show details 20 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details Page: 1 2 3 4 5...7

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