Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students

Autor/inn/en	Punhagui, Giovana Chimentão; de Souza, Nadia Aparecida
Titel	Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students
Quelle	In: International Education Studies, 6 (2013) 10, S.47-62 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Self Evaluation (Individuals); Elementary School Students; Grade 8; Learning Strategies; Second Language Learning; Case Studies; Public Schools; Qualitative Research; Content Analysis; English (Second Language); Questionnaires; Brazil + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Qualitative Forschung; Inhaltsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Brasilien
Abstract	Learning a foreign language is, among other factors, based on the perception of one's own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period--when there are no more teachers as mediators--the development of self-regulated learning skills becomes relevant. One option revealed in literature as a trigger for greater autonomy for learning, is the use of self-assessment. This study aimed at identifying and analyzing the potential of self-assessment for students to plan strategies and control their own actions, procedures which are part of self-regulated learning practice. The research adopted a qualitative approach in the form of a case study, and involved 25 students in the 8th grade of a public school in Northern Paraná, Brazil. Information from the instruments for data collection was subjected to thematic content analysis. The results reveal that self-assessment encourages the use of strategic planning and monitoring of one's own learning only if joined to teacher intervention and motivational strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01