این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
Journal of Teaching Language Skills، جلد ۴۳، شماره ۱، صفحات ۹۵-۱۱۹
عنوان فارسی
چکیده فارسی مقاله
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation
چکیده انگلیسی مقاله Language proficiency seems not to be realized without language learner’s engagement in terms of behavioral, emotional, cognitive, and metacognitive dimensions in the learning process. A mixed method was employed in this quasi-experimental study to examine the effectiveness of self-regulated learning (cyclical with and without emotion regulation) in improving EFL learners’ accurate use of grammatical structures and to compare it with the form-focused (non-SRL) control group. One hundred twenty-two homogenized lower intermediate EFL College students were randomly distributed to the two experimental groups and the control group. Two writing tests were used as the pre-test and post-test. The data analysis of the ANCOVA showed that self-regulated learning (cyclical and ER) had a significant effect on the students' grammatical accuracy in writing, which was followed by the SRL (cyclical) group. The focus on the form group showed the lowest performance. The Emotion Regulation Questionnaire was administered to students in the pretest and posttest phases. The result of the paired sample t-test on emotion regulation represented a large effect size. The content analysis indicated that most students significantly held positive perceptions of the SRL strategies taught. Thus, the findings of this study have pedagogical implications for F/S teachers, students, and material developers who can design SRL tasks in which language skills are met.
کلیدواژه‌های انگلیسی مقاله Emotion regulation strategy, Grammatical structures accuracy, Non-Self-regulated Focus on Form, Self-regulated learning models (cyclical with and without emotion regulation)
نویسندگان مقاله Roya Safari |
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

Farid Ghaemi |
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

Masood Siyyari |
Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran

نشانی اینترنتی https://tesl.shirazu.ac.ir/article_7276_f13373255bff1f4a91ed3bfd3018d0fd.pdf
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده
نوع مقاله منتشر شده
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات