Literaturnachweis - Detailanzeige
| Autor/in | Bown, Jennifer |
|---|---|
| Titel | Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View. |
| Quelle | In: The modern language journal, 93 (2009) 4, S. 570-583 |
| Beigaben | Anhang; Anmerkungen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Lernprozess; Lernmethode; Fremdsprachenunterricht; USA |
| Abstract | Individualized instruction, a form of materials-centered self-instruction, has a long, undocumented history in the United States. The context of individualized instruction requires learners to regulate their own learning processes, including their emotional responses to learning. The reported study offers a situated view of the processes and strategies learners use to manage the self-instructional process. Findings of the study suggest that contextual factors such as learners' self-beliefs and social support influence the kinds of strategies that learners employ. Moreover, self-regulation of learning in this context required that learners (a) structure the learning environment to meet their needs and (b) manage their emotional responses to individualized language learning. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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