Self-regulated learning in second language classrooms (Record no. 19902)

MARC details
000 -LEADER
fixed length control field 02015nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209135541.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Daouk, Salwa
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Self-regulated learning in second language classrooms
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 104 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Various studies have documented a relationship between college students' self-regulatory capabilities and achievement; however, many indicate that not all college students can actively guide and manage their learning. From this perspective, Self-Regulated Learning (SRL) complements the notion of the No Child Left Behind Act to stop the great risk of college students from dropping out. SRL researchers have paid little attention in creating high-SRL environments to foster SRL skills in the second language classrooms. This study sheds lights on how modeling is an effective way of building self-regulatory academic skills. Moreover, reading and writing research is discussed in which modeling was employed to enhance students' achievement, skills, self-efficacy, and self-regulation across multiple phases of Zimmerman's model and SRSD model according to social cognitive theory and research findings. Interviews and observations of language arts lessons were analyzed to determine the extent to which teachers' tasks and practices created opportunities to engage in self-regulated reading and writing. These findings are addressed to ESL teachers to encourage them to use modeling as a method of instruction, to promote SRL environment, and to enhance students' achievement.
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 Teaching languages Teaching Methods
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=65974">http://search.shamaa.org/FullRecord?ID=65974</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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