Dissertations / Theses on the topic 'Self-regulated language learning (SRLL)'

Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program where she is teaching. She created a workbook which outlines the six principles of self-regulated learning as presented by Andrade and Evans (2013). During the course of two semesters, she gathered data from teachers and students in classes at the English Language Center (ELC) through surveys and interviews regarding how useful the workbook was in helping students to be more self-regulated in their learning. The feedback indicates that the principles presented in the workbook were useful, and the students felt better equipped to face future learning. Although this was a preliminary study, the feedback collected regarding the workbook indicates that students are more receptive to self-regulated learning if they have the tools to understand how to be self-regulated learners. A second study was conducted by administrators of an intensive English program, and the results demonstrated the workbook was useful for their purposes in many different proficiency levels.

Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mobilise une approche socioconstructiviste de l’apprentissage autorégulé, en s’intéressant plus précisément à la dimension sociale (essentielle en cours de langue) de la régulation. Suite à une revue de la littérature systématique, les questions de recherche nous ont conduit vers trois études examinant les relations entre l’évaluation par les pairs et les processus d’autorégulation individuels et collectifs. Une première étude qualitative explore les processus de régulation individuels et collectifs lors d’un dispositif de formation alliant l’évaluation par les pairs et le feedback vidéo. Ensuite, une étude observationnelle mobilisant des méthodes mixtes a examiné les effets de l’évaluation par les pairs et de l’autoévaluation sur le déploiement des trois modes de régulation de l’apprentissage (autorégulation, co-régulation et régulation partagée) dans un contexte d’enseignement en distanciel. La dernière étude a mobilisé une méthode quasi-expérimentale pour comparer l’effet de différentes modalités d’évaluation par les pairs (prescription vs. co-conception de critères) sur les régulations individuelles et collectives et sur l’auto efficacité. Les résultats de ces trois études sont discutés pour mettre en avant les dimensions contextualisée et sociales de l’autorégulation. Finalement, des préconisations pédagogiques pour la formation en langue dans l’enseignement supérieur sont proposées<br>In French higher education settings where students must continue to study English out of obligation rather than choice, the current literature highlights the importance of learning situations in which learners can increase their agency through self-regulation. This approach should enable them both to increase performance and become more independent. Formative peer assessment can help enhance self-regulation, but effects of these methods remain under-explored in the context of oral language-learning tasks. The present thesis draws on a socioconstructivist approach to self-regulated learning, focusing on the social aspects of regulation (essential for meaningful exchange in language learning contexts). Following a systematic literature review, three studies examine individually and shared regulatory processes. The first qualitative study explores individual and shared processes in a learning situation using peer assessment with video feedback. An observational mixed-methods study then examines effects of peer and self-assessment on three regulatory modes (self, co- and socially-shared regulation) in an online setting. Finally, a quasi-experimental quantitative study compares the effects of different peer assessment methods (imposed/co-created criteria) on regulations and self-efficacy. The results of these studies are discussed in light of the literature, providing insights into the social and contextual dimensions of selfregulated learning. Suggestions are made for future research, along with practical recommendations

The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learners’ perspectives on using e-feedback to reduce their local and global mistakes, and (c) the type of self-regulated learning (SRL) behaviours, according to EFL students’ self-reports, electronic feedback and learning logs called forth in cognitive, affective, and metacognitive domains. The participants (n=48) were high-intermediate to advanced EFL learners from four cohorts enrolled on an International English Language Testing System (IELTS) preparation course in a branch of the Institute of Science and Technology in Tehran. Each cohort went through 84 face-to-face tutorial sessions in four months. During this period, they also wrote essays and received e-feedback on 12 IELTS Writing Task 2 prompts with a minimum of drafting work three times for each on an e-learning platform (www.ekbatani.ir) specially designed for this study. The data from all four cohorts were collected over the course of 11 months, using semi-structured interviews, online structured and unstructured learning logs, and an open-ended questionnaire to provide an in-depth picture of student perceptions of this technology mediation. Through a purely qualitative research design, the log, interview, and open-ended questionnaire data were analysed, categorised and coded. The findings represented students’ perceptions of the benefits of the e-feedback and learning logs as (i) offering a motivating and empowering means of providing EFL writing support, (ii) enhancing the thinking and problem-solving processes, (iii) a flexible and fast scaffolding approach for L2 writing improvement, and (iv) encouraging student writers’ active knowledge construction by helping them notice mistakes, focus on writing specifics, overcome the fear of writing, and grow confidence in L2 learning. The self-reported data indicated perceived limitations including (i) the time-consuming nature of the e-feedback processes, (ii) the occasional need for face-to-face discussions, peer feedback addition, providing supplements to e-feedback such as on-demand e-tutorials, and (iii) increased workload for the teacher in proportion to the number of students. Specific writing improvement was perceived to be locally in the use of punctuation signs and grammar, in spelling skills and the scope of vocabulary; and globally in organising ideas, finding ideas in the form of blueprints, and developing ideas into full-length essays. The student perceptions demonstrated that the learner-centred e-feedback environment created different affordances for students’ cognitive, affective, and metacognitive behaviours: (i) cognitively, it assisted the use and development of various learning strategies, enhanced student EFL writing experience, and increased awareness of error patterns in their essays; (ii) affectively, it supported students’ motivational processes, ability to appraise their progress, restore, and sustain positivity, and greater perceived self-efficacy beliefs in their own L2 writing skills; finally, (iii) metacognitive affordances included the ability to rethink and amend their plans as well as seek out support, ability to reflect on the writing processes holistically, ability to self-monitor to remain on course, and ability to devise and implement a plan of action mostly by finding a strategy to deal with mistakes and by taking greater caution in writing their future drafts. Despite arising from a particular contextual framework with the experience of particular cohorts of students, the findings can hopefully be of value to researchers and practitioners in the fields of online language pedagogy, second language acquisition (SLA), EFL writing, and computer-assisted language learning (CALL) with communication uses. The findings can assist language courseware designers, e-feedback platform developers, and L2 writing course administrators to support and enhance their practices and decisions, especially in providing and implementing ICT and SRL initiatives in EFL writing.

There has been a rapid increase in the emergence of minority groups during the past few decades in the United States. Hispanics are the largest minority group that has people who speak English as a second language. The increasing proportion of English Language Learning (ELL) students has made it more difficult to maintain high learning standards. Furthermore, this increase has led to other problems such as the over and underrepresentation of ELL students in special education, high dropout rates and the underachievement obtained in standardized tests such us the Arizona's Instrument to Measure Standards (AIMS). For this reason, researchers have strongly emphasized the importance of studying self-regulated learning (SRL) as a critical component in the learning process as it is suggested to improve the academic outcomes of students. However, SRL has mostly been researched in middle class Caucasians but there has not been much research in relation to minorities or ELL students. Due to the paucity of research, the present study examined the relationship between SRL and academic achievement of ELL students. The study was conducted in a southern Arizona school district. The sample was comprised of 30 students attending seventh and eighth grades from a solicited sample of 130 students. The students completed the Motivated Strategies Learning Questionnaire (MSLQ). Results indicated that SRL is related to the academic achievement of students in reading, writing, and mathematics. Similarly, the components of SRL (i.e., motivation and learning strategies), especially motivation, were found to be significantly related to achievement as well. Additionally, the MSLQ was encountered to be a reliable instrument to be used with ELL students as indicated by the reliability indexes. The implications and suggestions for future research are discussed.

Teaching & Learning<br>Ed.D.<br>In this case study, I investigate the development of first-year Japanese students’ self-regulated learning skills and the role of language learning advising in their transition to college. A great deal of research on the first-year experience has focused on a sense of belonging and the quality of friendships, but few researchers have investigated how learning habits influence first-year students’ successful adjustment to college life. Meanwhile, research on language learning advising has largely focused on learner strategies, a framework that has been met with increasing criticism (e.g., Dörnyei, 2005). Accordingly, for this study I adopt Zimmerman’s self-regulated learning (SRL) framework to examine the participants’ ability to transition to independent learning during their first year at a junior college in Japan. Furthermore, I aim to investigate the relation between SRL and foreign language learning and explore how advising in language learning can help learners to self-regulate their learning. The participants are 15 first-year students enrolled in a women’s junior college in Japan. The data were collected by conducting interviews, recording advising sessions, and obtaining documents. A series of four semi-structured interviews were conducted with each participant over the course of eight months in their first year. Advising sessions with seven participants were also recorded. Each advising session lasted for half an hour and the number of advising sessions varied from one to eight times depending on the participant. Documents related to the college and materials relevant to the participants’ self-study were also collected. In addition, key administrators and faculty members were interviewed. The data were analyzed using three coding methods in two cycles: Eclectic Coding, Hypothesis Coding, and Axial Coding (Saldaña, 2013). Following this analysis, single-case and cross-case analyses were conducted (Yin, 2014). The findings suggest that there was a great variance in the level of SRL skill development among the participants. Some learners had already developed some SRL skills prior to entering college and built on their skills in their first year in college. Others experimented with strategies and eventually developed skills based on their mistakes. However, there were many participants who were able to observe and emulate their peers’ learning skills, but failed to utilize these skills independently in other contexts. These behaviors were observed more among the lower proficiency learners. It was also shown that the students who utilized effective SRL skills were good at managing their language studies. Several factors affected their SRL skill development. Emerging demands due to novel academic assignments, new living environments, and additional social obligations proved particularly challenging. Students with less developed self-regulated skills found themselves in a riskier position because in many cases it was difficult for them to understand the demands that new tasks presented. Consequently, they tended to take on more tasks beyond their abilities. The cases of two participants who visited the advisor repeatedly suggested that giving advice only on language learning strategies was insufficient, and pointed to the need for more SRL training. The rich description of the multiple cases in this study contributes to our understanding of the many challenges that students face in their transition to college, and the various strategies, some successful and some less so, that they use in their attempts to address these challenges. This study also provides insight into the processes of SRL development in the Japanese context. In particular, this study elucidates the difficulties that lower proficiency students have in adjusting to college life and developing SRL skills. The importance of understanding the context is re-emphasized and more flexibility on the part of advisors is recommended in order to support the varying degrees of preparedness for self-regulated learning with which first year students come to college.<br>Temple University--Theses

Vocabulary and syntax are challenges for English as Foreign Language (EFL) learners when they want to communicate in English. Task-based Language Teaching is commonly used in EFL teaching of vocabulary and syntax, which is a type of Direct Instruction (DI) that involves the initial use of explicit language instruction followed by a language learning activity. This study compared the efficacy for language learning of a different type of pedagogical approach, Productive Failure (PF), which delays instruction until after a language learning activity, to Direct Instruction (DI). There were three main language learning assessment areas: (a) students' declarative and procedural knowledge in the written production of the target language, (b) students' declarative and procedural knowledge in the spoken production of the target language, and (c) students' cognitive and metacognitive strategies in learning. English language education department freshmen in an Indonesian university (N=112) participated in the study by performing language learning activities in Second Life (SL), which is a 3-D virtual learning environment. They were randomly assigned to two language learning treatment groups. The PF group finished a communicative task on describing places prior to receiving explicit instruction. In contrast, the DI group watched an instructional video before completing a communicative task on describing places. This was followed by students in both groups finishing a similar communicative task in SL. Data from pre-and post-tests were analysed quantitatively, and video captures were transcribed and analysed qualitatively. The quantitative results found that PF group students performed significantly higher on the English syntax written assessment and both groups performed equally on the written vocabulary assessment. However, both groups performed equally on the spoken assessments of syntax and vocabulary. In the qualitative analysis, the PF students were found to use more self-regulated learning strategies and study tactics than DI students. The pattern of these findings is discussed in terms of previous research and theory. Overall, these findings suggest further research is warranted to investigate the use of PF language learning activities that involve the use of a virtual learning environment.

In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution. The researcher conducted 14 semi-structured interviews of their experiences both as immigrants learning the English language and first-generation college students by utilizing a phenomenological framework. The study served two purposes: (a) informing the literature and (b) supporting the necessity for helping facilitate the path to higher education for first-generation Hispanic college students. Six themes emerged from the data related to persistence among the participants: (a) unwavering support from families and teachers, (b) role models matter, (c) struggles in the pursuit of the seemingly elusive American Dream, (d) difficulties in navigating the higher education system as first-generation college students, (e) friendships and the role they play in the participants’ lives, and finally, (f) uncertainty of the future and participants’ expectations after graduation. Theoretical, empirical, and practical implications related to persistence among 1st year Hispanic students are explored. In particular, these findings highlight the need for future research that informs existing theoretical models of student persistence and the practical utility of attending to learners’ needs early in the collegiate experience.

This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of their first semester at a large university-affiliated IEP in the western part of the US. The three students came from Central America (Spanish speaking), Sub-Saharan Africa (Malagasy & French speaking), and Asia (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were maintained, newly developed, or not used throughout their first semester. Data collected from the semi-structured interviews about their transition experiences were organized and analyzed within a six-dimensional model of SRL that included how students managed their motives, in-class and out-of-class learning methods, time, physical environments, social environments, and language performance. Implications for researchers, administrators, and teachers are discussed, including the role of resilience as an important self-regulated learning practice for language learners.

Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices.<br>Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第19081号<br>人博第734号<br>新制||人||176(附属図書館)<br>26||人博||734(吉田南総合図書館)<br>32032<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭<br>学位規則第4条第1項該当

In this phenomenological case study, I elicited the perspectives of first-year community college second language (L2) students enrolled in an online general education course, Studies in Applied Ethics. Four L2 participants narrated their lived experiences and impressions of distance learning via Skype interviews at early, mid, and end-of-semester junctures. The Distance Education instructional model Community of Inquiry (COI) served as the theoretical framework for the inquiry. The multilingual participants suggested the COI components Teaching Presence (design and facilitation of the course) and Learning Presence (self-regulated learning behaviors) led to Cognitive Presence (the understanding of and ability to demonstrate content knowledge). Social Presence, the concept of collaborating with classmates in a virtual community, seemed less desired or effectual for the L2 participants in this general education online course. Discoveries in this phenomenological case study add qualitative data and diverse perspectives to the extant research on Community Colleges, Online Teaching and Learning, Writing Across the Curriculum, and English for Academic Purposes

Teaching & Learning<br>Ed.D.<br>ABSTRACT In educational psychology and first language writing, many studies have established a link between self-regulation, key motivational factors associated with self-regulation, and academic achievement, but only a handful of research has examined this relationship in the context of L2 first-year writing. Using a sample of 170 non-native English speakers enrolled in different sections of two levels of first-year writing courses at an American university in Japan, the present study tested a hypothesized model of L2 first-year writing achievement using Structural Equation modeling. The model examined the impact of SRL strategy use, Academic Writing Self-Efficacy, Goal Orientation, Writing Attitude—key motivational factors associated with self-regulated learning—and general English proficiency, as measured by TOEFL iBT, on the writing achievement of students’ final essays, measured by their essay grades. The impact of gender on the hypothesized model of writing achievement was also investigated by conducting two separate Structural Equation modeling analyses on the hypothesized model for males and females. The study also examined the impact of SRL Strategy Use and Academic Writing Self-Efficacy on four levels of Writing Achievement, as well as the impact of four levels of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy. The results of the study indicated that the hypothesized model had adequate fit to the data, and was, therefore, interpreted as being representative of the sample population examined in the current study. Statistically significant relationships in the model were found among the following variables: (a) English Proficiency and Essay Grade, (b) Academic Writing Self-Efficacy and Essay Grade, (c) Writing Attitude and Academic Writing Self-Efficacy, (d) Mastery Goal Orientation and SRL Strategy Use. These results corroborate findings in first-language and second-language writing research, which have reported statistically significant positive relationships among these variables, and lend support to the notion emphasized in socio-cognitive models of SRL that self-efficacy is a strong predictor of writing achievement. However, statistically significant relationships were not found among: (a) SRL Strategy Use and Essay Grade, (b) Writing Attitude and SRL Strategy Use, (c) Academic Writing Self-Efficacy and SRL Strategy Use, (d) Academic Writing Self-Efficacy and Goal Orientation. Possible explanations for the lack of statistically significant findings among the relationships between SRL and the other variables were attributed to the small sample size, and methods used to assess the use of SRL strategies. While the importance that the participants’ attribute to earning credits for the courses, as opposed to mastering writing skills, was considered a reason for the lack of a statistically significant relationship between Academic Writing Self-Efficacy and Goal Orientation. The examination of the influence of Gender on the hypothesized model of writing achievement indicated that the model for females had more adequate fit to the data than the model for males, suggesting that the model was more representative of the female participants. Differences in the models were found in the relationships between English Proficiency and SRL Strategy Use and the relationship between Academic Writing Self-Efficacy and Essay Grade. The results were in line with previous findings that have reported that female students use more SRL strategies and hold higher self-efficacy beliefs than male students. With regards to the influence of SRL Strategy Use and Academic Writing Self Efficacy on levels of Writing Achievement that ranged from Poor to Excellent, statistically significant differences were only found between the mean scores of the Poor and Excellent groups with regards to Writing Self-Efficacy. SRL Strategy Use did not exert a statistically significant difference on the mean scores of the groups. The results were in line with previous findings that reported the predictive influence of self-efficacy on writing achievement, but the results did not corroborate previous findings in relation to the predictive strength of SRL Strategy Use. The methodology used to assess the use of SRL strategies in the present study was considered a possible explanation for the lack of statistically significant results. In relation to the influence of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy, the results also yielded non-significant differences between four groups with different levels of Writing Experience and SRL Strategy Use. This result was attributed to the broad nature of the method used to assess Writing Experience in the current study. Statistically significant differences were found between Academic Writing Self-Efficacy and Writing Experience, and the results supported previous findings in first language writing research, which have shown that learners with less experience often report higher levels of efficacy due to perhaps to overestimation of their skills. Overall, in the current study SRL did not predict the participants’ essay grades, and did not mediate the influence of other variables on essay grade. However, Academic Writing Self-Efficacy emerged as a powerful predictor of Essay Grades, and writing achievement. Therefore, while the current study supported social cognitive views about the predictive nature of self-efficacy on writing achievement, it did not corroborate theoretical assumptions about the relationship between the use of SRL strategies and writing achievement.<br>Temple University--Theses

In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.

碩士<br>國立臺灣科技大學<br>應用外語系<br>107<br>Abstract Previous research has explored mobile-assisted language learning (MALL), especially at in-school setting; however, little research was emphasized at out-of-class one. Considering the huge opportunities for students to be engaged on out of-class mobile learning, the present study aimed to explore out-of-class mobile learning among Indonesian EFL students, in order to see if there was an influence on their self-regulated learning (SRL) and its difference between more proficient and less proficient students. Proficiency level was taken into consideration in this study of 127 participants, who were surveyed with two questionnaires, addressing MALL and SRL. Semi-structured interviews were further held with ten participants. The results showed the participants have used mobile device to support mobile learning with various mobile apps used, like online dictionaries (Google Translate, Merriam Webster), YouTube, online news, TED, etc. Second, there was a positive relationship between mobile-assisted language learning and self-regulated learning among the participants which indicated the role of mobile learning that might affect the self-regulated learning strategies of the students. Third, there was no significant difference in the self-regulated learning strategies for mobile learning between more proficient and less proficient students. Moreover, the interview responses indicated the participants’ different points of view toward mobile learning might be due to their different majors, language skills could be enhanced through this learning, how they chose language apps, and their future plans shaped their motivation and learning goals. Finally, suggestions were provided to teachers and parents to further familiarize and encourage students/children with mobile learning, especially in an informal setting so that they can use their spare time in a wiser way. Keywords: mobile-assisted language learning, self-regulated learning, Indonesian EFL students

abstract: With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have academic difficulties. Many students learning English have trouble writing and need effective writing strategies to meet the demands the standards present. Ten fourth and fifth grade students learning English (6 girls and 4 boys), whose home language was Spanish, participated in a multiple baseline design across three small groups of participants with multiple probes during baseline. In this study, self-regulated strategy development (SRSD) for opinion writing using students’ own ideas was evaluated. Students who participated in this study demonstrated an increase in: the number of persuasive elements (e.g. premise, reasons, elaborations, and conclusion) included in their essays, overall essay quality, and the number of linking words used when writing opinion essays using their own ideas. Additionally, students’ knowledge of the writing process and opinion-writing genre improved. Students found the instruction to be socially acceptable. Limitations and directions for future research are discussed.<br>Dissertation/Thesis<br>Doctoral Dissertation Learning, Literacies and Technologies 2018

碩士<br>國立臺灣科技大學<br>應用外語系<br>105<br>Previous research has documented students’ autonomous technology-assisted language learning in a variety of settings. Comparison of EFL students across two or more settings, differing in culture and educational systems, could potentially shed light on differences in digital skills and strategies used for self-regulation of language learning. This study therefore compares Taiwanese and Russian EFL students in terms of digital competence, specifically Internet skills (IS), and self-regulated language learning strategies (SRLLS). Gender differences were also examined in this quantitative study of 307 EFL university students, who were surveyed through the use of two questionnaires: one addressing IS, the other SRLLS. Results showed no significant difference in Internet skills between Taiwanese and Russian EFL students. However, the two groups of students did differ significantly in terms of their degree of external orientation, and the evaluation strategies used for self-regulated language learning. Findings revealed that gender is not an important variable in relation to either IS or SRLLS use. Russian and Taiwanese students, with both high and low levels of Internet skills, showed a significant difference in terms of cognitive, metacognitive, and evaluation strategies; specifically, Russian students with a low level of IS demonstrated greater ability to self-regulate their learning. Lastly, several significant positive and negative correlations were detected between IS and SRLLS factors. This study concludes with the recommendation that EFL teachers in Taiwan and Russia incorporate more ICT-based learning activities, and include content to further creative Internet skills, in order to help students develop a positive attitude in the use of technology in their self-regulated language learning.

The study examined how 5 adult Korean learners of English developed self-regulated learning (SRL) skills to overcome lexical problems in their English writing. Empirical studies have consistently shown that many of the greatest problems for ESL learners in writing are lexical in nature. The goal of the present study was to help participants to address these problems, first through tutored assistance and then more independently by controlling their uses of strategies through planning, monitoring, and evaluation processes. The study involved two phases: Phase 1 was exploratory in nature, in which I attempted to identify typical lexical problems Korean learners of English encounter in writing. Phase 2 included an intervention in the form of one-on-one tutoring that followed the cyclic model of SRL proposed by Zimmerman, Bonner, and Kovach (1996). I worked with 5 participants through the SRL cycle individually as they wrote and revised 3 argumentative essays. The intervention lasted for 9 weeks, focusing on developing the participants’ SRL skills in writing through the use of various strategies that were devised in Phase 1 and refined throughout Phase 2. I analyzed the participants’ difficulties and uses of strategies, self-ratings on their essays, and several measures of essay quality to examine changes in their SRL skills, self-efficacy, and writing skills. The participants initially encountered various types of difficulties in their English writing and primarily relied on self-employed strategies to cope with their difficulties. Over the course of the intervention, the participants’ attention to their difficulties and uses of various linguistic resources became progressively more focused and specific. Initially, the participants largely depended on their L1 to write their L2 essays, being chiefly occupied with the grammatical encoding of their communicative intentions. Subsequently, the participants displayed unique patterns in developing their SRL skills, which exerted positive influences on building their self-efficacy beliefs as writers and on improving the quality of their essays. Based on these findings, I emphasize the growing need for L2 writing teachers to incorporate language-focused, vocabulary-centered, and corpora-based instruction into their teaching practices. In turn, students require individual support and untimed writing tasks to develop SRL skills in writing.

Thesis (Ph. D.)--Florida State University, 2006.<br>Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 12, 2006). Document formatted into pages; contains viii, 80 pages. Includes bibliographical references.

This study aimed to identify motivational factors affecting self-regulated learning (SRL) in the context of second language acquisition. Rather than investigating learners’ overall disposition toward their learning, it focused on a particular task, the learning of kanji in Japanese, in order to provide a clearer picture of the complex relationship between motivation and SRL. Using quantitative methods, the underlying structure of motivation and SRL was explored and the relationships among the extracted factors were examined. On the basis of a self-administered questionnaire specifically developed for this study, the data were obtained from 381 tertiary students studying Japanese at one of the seven cooperating institutions in New Zealand. Principal components analyses identified three motivational orientations (intrinsic, instrumental mastery, and performance orientation), four sources of motivation (self-efficacy, self-concept, extrinsic value, and intrinsic value), and four types of self-regulation (behavioural, environmental, cognitive, and metacognitive regulation) involved in kanji learning. The results of correlational analyses revealed a number of significant relationships suggesting the interdependence of the identified constructs. However, instrumental mastery, performance orientation, and extrinsic value did not predict students’ use of SRL. Further investigation of individual and situational factors indicated that learning opportunities outside the classroom possibly confounded the significant relationships between these non-predictors and SRL. On the other hand, intrinsic orientation, self-concept, self-efficacy, and intrinsic value were identified as significant predictors of SRL in general. These significant predictors displayed a unique contribution to different types of SRL. The results show that intrinsic interest in kanji learning is necessary for cognitive and metacognitive regulation. A sense of positive self-concept, on the other hand, influences environmental regulation while self-efficacy beliefs facilitate behavioural regulation. Overall, self-concept was found to be the best predictor of the use of SRL. However, self-efficacy is another important factor since students who used behavioural regulation tend to use a wider variety of strategies to self-regulate their own learning. In this study, the interactions of identified motivational constructs and their possible effects on SRL are discussed. The study concludes with a discussion of practical and theoretical implications of the findings along with suggestions for future research.

Tese de doutoramento em Educação (área de especialização de Psicologia da Educação)<br>A presente dissertação centra-se no estudo do Trabalho de Casa (TPC), entendido com um processo temporal tripartido (Cooper, 2001), integrando três diferentes etapas - preparação/prescrição na escola, realização em casa, e controlo e feedback providenciado, de novo na escola. Ferramenta instrutiva universal e intemporal, influenciada por um largo espectro de factores e variáveis de ordem pessoal, comportamental e ambiental, afectos aos diferentes actores intervenientes no seu processo (professores, alunos e pais), o TPC transborda complexidades. Historicamente o TPC tem marcado presença na literatura internacional com estudos fortemente focalizados na avaliação dos seus efeitos através da variável tempo gasto no TPC e demasiado centrados na óptica de professores e pais, conhecendo-se muito pouco ainda das emoções e motivações experienciadas pelos alunos durante a realização do TPC, do impacto do completamento das tarefas prescritas na qualidade das suas aprendizagens e no seu aproveitamento académico. Com revigorada presença na literatura internacional em anos bem recentes, o TPC desvenda-se agora como estratégia educativa com assumido potencial de auto-regulador das aprendizagens. Respaldados na teoria sociocognitiva da aprendizagem auto-regulada e indicadores de modelos de TPC de forte matiz auto-regulatório (e.g., Trautwein et al., 2006a,b), empreendemos um percurso exploratório das três etapas do processo do TPC tomando as tarefas prescritas como objecto de análise e lançando agarras para o estudo aqui apresentado e analisado. Focalizando o nosso estudo na disciplina de Inglês e em alunos do 2.º Ciclo do Ensino Básico, desenvolvemos três linhas de investigação centradas em dois eixos de movimentação – variáveis de TPC a nível do aluno e variáveis de TPC a nível do professor. Tendo por base diários de TPC, repetidamente recolhidos no espaço temporal entre dois testes, num universo de 591 alunos, do 5.º e 6.º ano de escolaridade, e respectivos professores, avaliamos, numa primeira linha de investigação, através de análises de regressão linear, o poder preditor de um conjunto de variáveis de TPC de Inglês - nível aluno – (e.g., dificuldade percebida na realização dos TPC; esforço percebido na realização dos TPC; número de TPC realizados) das variáveis motivacionais, auto-regulação e auto-eficácia no domínio, da variável de trabalho, tempo de estudo pessoal, e da variável de rendimento proximal, nota do teste, tendo com anterioridade analisado o poder preditor destas últimas variáveis sobre o rendimento final, nível obtido no 2.º período a Inglês. Numa segunda linha de investigação, recorrendo a análises estatísticas ANOVAs, analisamos o impacto das diferentes tipologias de tarefas de TPC prescritas e das diferentes tipologias de feedback de TPC providenciado pelos vários professores nas anteriormente referidas variáveis motivacionais, de trabalho e de rendimento proximal. Por último, numa terceira linha de investigação, recorrendo a testes de qui-quadrado, analisamos o grau de conformidade entre o tempo de TPC estimado pelo professor e o tempo de TPC gasto pelo aluno na realização. Os resultados obtidos relevam o importante papel do TPC como potenciador da auto-regulação das aprendizagens dos alunos e, consequentemente, do seu aproveitamento académico, sugerindo um indispensável revigoramento e refinamento desta estratégia de ensino-aprendizagem, por parte dos docentes, e uma merecida valorização pelos educadores em geral.<br>The present dissertation focus on the study of homework understood as a time process divided into three different phases (Cooper, 2001) – homework preparation and assignment at school; homework completion at home; homework control and feedback back at school. Although homework is an ancestral worldwide used instructional tool it also happens to be a very complex educational strategy due to the fact that it is influenced by a large number of personal, behavioral and contextual factors and variables concerning the three actors participating in the process (teachers, students and parents). Homework has a long historical tradition in international literature, however, as most studies focus on the variable time spent on homework or deal with teachers and parents’ perspectives on the subject, empirical evidence of the emotions and motivations experienced by students while completing the assigned homework tasks at home, of the impact of homework completion on students’ learning process and on their academic achievement is still lacking. In recent years homework appears with renewed vigor in literature due to its assumed potential as a privileged selfregulatory learning tool. Anchored on the social cognitive perspective of self-regulated learning and on self-regulatory models of homework (e.g., Trautwein et al., 2006a, b) and taking the homework assignments as object of study, the three phases of the homework process are visited and analyzed providing a theoretical basis to the research study developed and presented in this work. Centered on a specific domain – English Foreign Language (EFL) – and enrolling students attending 5th and 6th grades Portuguese compulsory education and their teachers, our empirical study includes three lines of research rotating on two different axes – homework variables both at student level and at teacher level. The study is based on homework diaries, collected repeatedly along a period of time between two unit tests in a sample of 591 students and corresponding teachers. In a first line of research, regression analyses have been conducted to evaluate the predictive power of a set of English homework variables at student level (e.g., perceived difficulty in completing the homework assignments; perceived effort in completing the homework assignments; number of homework assignments completed) on the motivational variables, self-regulation and self-efficacy in the domain, on the work variable, time spent at home studying for school, and on the variable of immediate outcome, unit test grade, after having evaluated the later variables as predictors of the long term measure class grades (end of term grades). In a second line of research, ANOVAs have been conducted to analyze the effect of the different types of homework tasks assigned and of the different types of homework feedback provided by the teachers on the previously mentioned motivational, work and immediate outcome variables. In a third and last line of research, by means of Chisquare analyses teachers’ reports of estimates of homework time and students’ reports of time spent on homework have been compared in order to evaluate the level of congruency and association between them. Our findings underline the important role played by homework on the enhancement of students’ self-regulated learning and, consequently, on their academic achievement, suggesting how invaluable the refined use of this teaching and learning strategy can be whenever its instructional quality is improved, a lesson that teachers and educators should be taught in order to better value and continue to rely on the potential of this ancestral educational tool.<br>Fundação para a Ciência e a Tecnologia (FCT) - (PTDC/CED/66503/2006) - projecto de investigação “Processos auto-regulatórios e rendimento académico, Fundamentos pessoais e sociais”