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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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Abstract:
International audience ; The production of narrative texts by a unisian learner of the elementary cycle, is a relatively complex activity. The didactic procedures implemented by the teachers for the learning of writing certainly make it possible to formalize the act of writing; however, novice writers still produced texts that include many errors related to cognitive difficulties.The present work aims to propose and test didactic and pedagogical approaches which facilitate the identification and analysis of the difficulties related to textual coherence in students' written productions in order to understand and explain the cognitive processes performed by learners in writing situations.The two experimental methods we used during the implementation of the pedagogical sequences enabled us to check the impact of metacognition practice on novice writers' performance. ; La production de textes narratifs par un apprenant tunisien du cycle primaire est une activité relativement complexe. Les démarches didactiques mises en oeuvre par les enseignants pour l’apprentissage de l’écrit permettent certes de formaliser l’acte d’écriture ; néanmoins, les textes produits par les scripteurs novices comportent de nombreuses erreurs dues à des difficultés cognitives.Le présent travail vise à proposer et à tester des pistes didactiques et pédagogiques qui permettent de faciliter le repérage et l’analyse des difficultés liées à la cohérence textuelle dans les productions écrites des élèves en vue de comprendre et d’expliquer les processus cognitifs à l’oeuvre chez les apprenants en situation d’écriture.Les deux méthodes que nous avons expérimentées lors de la mise en oeuvre des séquences pédagogiques nous ont permis de vérifier l’impact de la pratique de la métacognition sur les performances des scripteurs novices.
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Keyword:
[SCCO]Cognitive science; [SHS]Humanities and Social Sciences; Autorégulation; cohérence textuelle; Erreur; error; MESH: Autorégulation; Metacognition; Métacognition; Production écrite; Self-regulation; textual coherence; Written production
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URL: https://hal.univ-lorraine.fr/hal-03049698/file/Article%20Adel%20Znaidi%20Revue%20Action%20didactique.pdf
https://hal.univ-lorraine.fr/hal-03049698/document
https://hal.univ-lorraine.fr/hal-03049698
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| 10 |
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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