Language learning strategies in the 21st century : the effects of training learners in using reading and writing strategies through a CALL methodology (Record no. 19869)

MARC details
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fixed length control field 02298nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209133853.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Chakass, Youmen Chaaban
Miscellaneous information Master Arts
245 10 - TITLE STATEMENT
Title Language learning strategies in the 21st century : the effects of training learners in using reading and writing strategies through a CALL methodology
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences, department of English and Literature
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 108 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The main goal of Language Learning Strategies (LLSs), together with Computer Assisted Language Learning (CALL), is learner autonomy and learner empowerment. Therefore, this study uses LLSs trained through a CALL methodology as a vehicle towards these two objectives. Students were trained in developing strategies for efficient and pleasurable learning and equipped with tools that will help them learn on their own. The participants were 24 secondary level girls, learning English as a foreign language in Lebanon. These learners were trained in using LLSs through a CALL methodology. Two questionnaires, an interview, pre/post-tasks and a diary were the methods used to collect data from the learners. The study aimed to investigate the patterns of strategy use employed by the participants as well as the effects of training learners into using LLSs through a CALL methodology on their motivation levels and their perception of proficiency levels. Analysis of the data showed significant increases in the learners’ perceptions of proficiency levels, especially in the writing skill. In addition, motivational gains were reported in the results of both the qualitative and quantitative methods of collecting data.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element CALL
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element CALL
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element CALL
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Formation continue des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers in-service training
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تدريب المعلمين
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27985">http://search.shamaa.org/FullRecord?ID=27985</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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