國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Intervention on Self-Regulated Learning for Second Language Learners./
Author:	Yu, Lu.
Description:	1 online resource (108 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	English as a second language. -
Online resource:	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.
LDR:03812ntm a2200361Ki 4500 001 918440
005 20181114145237.5
006 m o u
007 cr mn||||a|a||
008 190606s2015 xx obm 000 0 eng d
020 $a 9781321924916
035 $a (MiAaPQ)AAI3714735
035 $a (MiAaPQ)uark:11749
035 $a AAI3714735
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Yu, Lu. $3 1180257
245 1 0 $a Effects of Intervention on Self-Regulated Learning for Second Language Learners.
264 0 $c 2015
300 $a 1 online resource (108 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Felicia Lincoln.
502 $a Thesis (Ph.D.)--University of Arkansas, 2015.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Educational psychology. $3 555103
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0525
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Arkansas. $b Curriculum and Instruction. $3 1192764
773 0 $t Dissertation Abstracts International $g 76-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714735 $z click for full text (PQDT)