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Effects of Intervention on Self-Regulated Learning for Second Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Intervention on Self-Regulated Learning for Second Language Learners./
作者:	Yu, Lu.
面頁冊數:	1 online resource (108 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781321924916

Effects of Intervention on Self-Regulated Learning for Second Language Learners.
Yu, Lu.

Effects of Intervention on Self-Regulated Learning for Second Language Learners. - 1 online resource (108 pages)

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--University of Arkansas, 2015.

Includes bibliographical references

The purposes of the study were to investigate the process of self-regulated learning and the effects of an intervention program on self-regulated learning designed for second language (L2) learners. 120 participants who were sophomores majoring in English education at a university in an Asian country were randomly assigned to either the experimental group or control group. The self-regulated learning intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory process: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The operation of self-regulated learning processes in the context of L2 learning, and the effectiveness of the self-regulated learning intervention program for L2 learners were investigated and analyzed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321924916Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of Intervention on Self-Regulated Learning for Second Language Learners.
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504 $a Includes bibliographical references
520 $a The purposes of the study were to investigate the process of self-regulated learning and the effects of an intervention program on self-regulated learning designed for second language (L2) learners. 120 participants who were sophomores majoring in English education at a university in an Asian country were randomly assigned to either the experimental group or control group. The self-regulated learning intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory process: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The operation of self-regulated learning processes in the context of L2 learning, and the effectiveness of the self-regulated learning intervention program for L2 learners were investigated and analyzed.
520 $a Results of a path analysis reflected Zimmerman's process model of self-regulation (2000, 2004) and suggested that there are causal influences of self-regulated learning variables across three phases (forethought, performance, and reflection phase) in the context of L2 learning. Furthermore, student self-regulation influences their L2 proficiency via the enhancement of motivational variables. Self-efficacy, time and study environment management skills, and students' learning time affected their L2 proficiencies directly. Intrinsic goal orientation influenced L2 proficiency indirectly through its impact on time and study environment management skills. Attribution affected L2 proficiency indirectly through its impact on learning time. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students' motivational beliefs, students' strategy use, and students' academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and L2 proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a L2 classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of L2 learning. From a pedagogic point of view, this finding has implications for the design of strategy-based instruction intended to foster students' self-regulated learning in the L2 classroom.
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