Self-Regulated Learning and EFL Student-Teacher Curricular Achievement
| المصدر: | مجلة التربية |
|---|---|
| الناشر: | جامعة الأزهر - كلية التربية |
| المؤلف الرئيسي: | Shawer, Saad Fathy (Author) |
| المجلد/العدد: | ع139, ج1 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2009
|
| التاريخ الهجري: | 1430 |
| الشهر: | يناير |
| الصفحات: | 611 - 648 |
| ISSN: |
1110-323X |
| رقم MD: | 770723 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
43
| المستخلص: |
This quantitative study examined the influence of EFL student-teacher self-regulated learning (SRL) on their curricular- content knowledge and course design skills. The study used the causal comparative research strategy. The data was collected through the Motivated Strategies for Learning Questionnaire (MSLQ) and a curriculum achievement test. Independent between-group post-hoc and planned ANOVA were used for data analysis in addition to post-hoc Scheffe and Tukey tests of multiple comparisons. Results contradicted the mainstream research on SRL since no differences were found between the low, average and high SRL groups in their curriculum knowledge and course design skills. The results also indicated that the low- achieving group included similar proportions of low, average and high SRL students. So did the average and high achieving groups. Moreover, the study developed and standardized an achievement test that future researchers and professionals could use to measure curricular-content knowledge and course design skills. Further, the study developed useful procedures of test construction and a new method for determining weight of test objectives. The study cast doubts on current SRL self-reporting measures and recommended using think-aloud techniques to assess student SRL while performing actual tasks. |
|---|---|
| ISSN: |
1110-323X |
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