Self-regulated learning in second language classrooms. (c2009)

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dc.contributor.author Daouk, Salwa
dc.date.accessioned 2011-03-22T12:48:10Z
dc.date.available 2011-03-22T12:48:10Z
dc.date.copyright 2009 en_US
dc.date.issued 2011-03-22
dc.date.submitted 1/28/2009
dc.identifier.uri http://hdl.handle.net/10725/302
dc.description Includes bibliographical references. en_US
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.subject Second language acquisition en_US
dc.subject Self-efficacy -- Lebanon en_US
dc.subject English language -- Study and teaching (Higher) -- Lebanon en_US
dc.title Self-regulated learning in second language classrooms. (c2009) en_US
dc.type Thesis en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200400207 en_US
dc.author.commembers Dr. Layla Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 104, [2] leaves; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Rima Bahous
dc.identifier.doi https://doi.org/10.26756/th.2009.12 en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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