I Control My Own English Learning: Developing Self-Regulation in Elementary ELL Using Self-Assessment and Explicit Strategy Instruction

Autor/in	Azatova, Samantha
Titel	I Control My Own English Learning: Developing Self-Regulation in Elementary ELL Using Self-Assessment and Explicit Strategy Instruction
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 32 (2021) 2, S.183-213 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	English (Second Language); Self Management; Elementary School Students; Second Language Learning; Second Language Instruction; Direct Instruction; Self Evaluation (Individuals); International Schools; Grade 4; Instructional Effectiveness; Learning Strategies; Foreign Countries; Chile (Santiago) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Selbstmanagement; Zweitsprachenerwerb; Fremdsprachenunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; International school; Internationale Schule; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland
Abstract	This study examined the effectiveness of using self-assessment and explicit strategy instruction to develop self-regulation in 4th grade lower-intermediate English Language Learners (ELLs) in an English-medium international school. The study took place in the English as an Additional Language (EAL) Department of the school, which is a student support department that works with students to develop English proficiency in order for them to participate in an English-medium school. In comparison with other levels of ELLs, it was found that intermediate students at the 4th grade were the least able to make gains in English language development due to overconfidence in their current language proficiency. To overcome this, they were taught to use a self-regulatory cycle in conjunction with self-assessment and explicit strategy instruction. After four months, the students were consistently able to set goals using elements of the self-assessment tool they were taught and the strategies they learned, monitor their progress, and then reflect on their growth as English language learners. These findings are discussed in terms of their relevance to student growth as autonomous, engaged English learners. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01