Supporting Language Learning and Self-Regulation in Technologically Enhanced Learning Environments

Autor/inn/en	Saks, Katrin; Leijen, Äli
Titel	Supporting Language Learning and Self-Regulation in Technologically Enhanced Learning Environments
Quelle	(2017), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Language Proficiency; Self Management; Learning Strategies; Cues; Metacognition; English for Special Purposes; College English; English (Second Language); Learning Processes; Tourism; Interdisciplinary Approach; Foreign Countries; Blended Learning; College Freshmen; Independent Study; Integrated Learning Systems; Student Improvement; Language Skills; Estonia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Stichwort; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Tourismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Studienanfänger; Selbststudium; Estland
Abstract	Proficient foreign language skills and self-regulation are important in academic as well as professional career. Even though they are rather difficult to teach, it is possible to support learners to acquire more efficient language learning strategies and self-regulation skills. The current study aimed to explore whether using prompts to support learners' cognitive and metacognitive learning strategies gave better results in their language learning and self-regulation. The study was conducted in the domain of Professional English at tertiary level. The results of independent samples t-tests revealed that the strategy use and self-regulation of the students whose learning process was enhanced with prompts improved significantly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01