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1	Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
	Faith, Laurie Christine. - : University of Toronto, 2022
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2	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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3	Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
	Peteranetz, Markeya S.; Soh, Leen-Kiat; Shell, Duane F....
	In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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4	Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
	Rickey, Nathan. - 2021
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5	Productive Failure in Virtual Language Learning for English
	Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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6	Un estudio de la disponibilidad léxica en el ámbito de la autorregulación del aprendizaje en la formación inicial docente
	Zambrano Matamala, Carolina
	In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 79, 2021 (Ejemplar dedicado a: Vol. 42, 79 (2021):ENERO-JUNIO, 2021), pags. 11-13 (2021)
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7	Contexts for self- and co-regulated learning in a dual-language elementary school classroom
	Cerda, Janet; Bailey, Alison L; Heritage, Margaret
	In: LANGUAGE AND EDUCATION, vol 34, iss 5 (2020)
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8	A Model of Community College Students’ Self-Regulated Language Learning
	Hromalik, Christopher David
	In: Dissertations - ALL (2020)
	Abstract: Self-regulated learning has been shown to be a significant predictor of success in higher education. It has also been proposed as an important individual difference in instructed language learning. Although many correlational and experimental studies have demonstrated a relationship between self-regulated learning and increased language learning outcomes in higher education, few studies have investigated how community college students or learners studying a language at the novice level self-regulate their learning. In addition, an explanation for how self-regulated learning impacts language acquisition is still not clear. This dissertation research study tested a hypothesis that community college students in an introductory-level language course who were more self-regulated were more likely to be successful language learners. This study also hypothesized that the self-regulated language learning process could be explained by Skill Acquisition Theory (DeKeyser, 1998). Four models of self-regulated language learning were tested using Partial Least Squares Structural Equation Modeling. Each model was based on a general model of self-regulated language learning that hypothesized that Self-regulating capacity for language learning (SRClang) would have a significant effect on Self-regulated learning strategy use (SRLstrat); that SRLstrat would have a significant effect on both Declarative knowledge of a language (DECL) and Procedural knowledge of a language (PROC); and that DECL would have a significant effect on PROC. The use of form-focused learning resources (FORM_LR) and meaning-focused learning resources (MEAN_LR) was hypothesized to moderate the relationships between SRLstrat, DECL and PROC. To test the model, data were collected from community college students studying in an introductory-level Spanish course in both online and face-to-face learning environments. The results of the study indicated that there was a significant path from SRClang to SRLstrat, as well as a significant path from DECL to PROC. With the exception of a significant negative effect from SRLstrat to PROClisten, there was no evidence of a relationship between SRLstrat and either DECL or PROC. Furthermore, there were no moderating effects detected, nor were there any multigroup differences for online and face-to-face learners. These results provide support for Skill Acquisition Theory, as well as support for the relationship between the capacity to self-regulate and the eventual ability to take part in self-regulated learning behavior. It did not, however, provide evidence that community college students who are more self-regulated will achieve greater levels of either declarative or procedural knowledge of a language. Implications for the design of instruction, including instruction for second and foreign language students, as well as future research that may be conducted, are provided.
	Keyword: community college education; Education; instructional design; Partial Least Squares Structural Equation Modeling (PLS-SEM); Second Language Acquisition; self-regulated learning; Skill Acquisition Theory
	URL: https://surface.syr.edu/etd/1221
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9	Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos
	Salinas Ibáñez, Jesús; Benito Crosetti, Barbara de
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 65, 2020, pags. 31-42 (2020)
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10	Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays
	Atik Umamah; Bambang Yudi Cahyono
	In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 25-35 (2020) (2020)
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11	Fostering learner autonomy in an EFL Malagasy context
	Vola Ambinintsoa Razafindratsimba, Dominique. - : Victoria University of Wellington, 2020
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12	Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school
	Odegard, Harold. - 2019
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13	Interação, revisão, autorregulação: o seu impacto no desempenho ortográfico ; Interaction, revision, self-regulation: its impact on orthographic performance
	Santos Lima, Regina Maria Nascimento Leal dos. - 2019
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14	A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners
	DeFrancisco, Gabriela
	In: FIU Electronic Theses and Dissertations (2019)
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15	Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
	Tur, Gemma; Urbina, Santos; Forteza, María Dolores
	In: Digital Education Review; NUMBER 35 JUNE 2019; 18-35 ; 2013-9144 (2019)
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16	Metacognitive calibration in introductory physics courses: Predictors and interventions
	Morphew, Jason Wade. - 2019
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17	Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class
	Didi Suherdi
	In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 67-75 (2019) (2019)
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18	O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade
	Borges, Sandra Maria Medeiros. - 2018
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19	El Lapbook como recurso motivador para desarrollar la autorregulación en el área de Lengua Inglesa en 4º curso de Educación Primaria
	Scott, Yolanda Isabael. - 2018
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20	Exploring the strategic potential of roles for collaboration
	Starcheski, Shayla. - 2018
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