Enhancing EFL At-Risk Students Metamotivational Self-Regulation: Immediate and Delayed Impact on their Strategy Use and Academic Achievement
| المصدر: | المجلة التربوية |
|---|---|
| الناشر: | جامعة سوهاج - كلية التربية |
| المؤلف الرئيسي: | Ammar, Abdullah Mahmoud Ismail (Author) |
| المجلد/العدد: | ج44 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2016
|
| الشهر: | أبريل |
| الصفحات: | 1 - 32 |
| DOI: |
10.12816/EDUSOHAG.2016.125719 |
| ISSN: |
1687-2649 |
| رقم MD: | 825239 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Metamotivational Self-Regulation | At-Risk EFL Students
|
| رابط المحتوى: |
عدد مرات التحميل
58
| المستخلص: |
Self-regulated language learning-- referring to language learners’ awareness and self-management of their own learning behaviors -- has been the target of research on language education lately. Yet, most language research endeavors and instructional interventions heretofore have focused on cognitive and metacognitive self-regulation with very scanty empirical focus on (meta-) motivational self-regulation. The issue gains particular impetus with at-risk EFL students whose lack of motivation is often misinterpreted as lack of ability. The current study investigated the immediate and delayed impact of enhancing EFL at-risk students’ meta-motivational self-regulation on their language strategy use and academic achievement. Sixty seven at-risk EFL students in Abu Dhabi University, the United Arab Emirates, took part in this study. They were randomly assigned to an experimental group or a control group condition. Their language strategy use was assessed via an inventory developed and validated by the researcher, whereas their cumulative grade point averages (CGPAs) were used for tapping their academic achievement. Results of the study indicated that the experimental group students who received the suggested instructional intervention outperformed their control peers in both language strategy use and academic achievement. Details of the instructional intervention, assessment instruments, and the results of the study are discussed along with recommendations for language instruction and suggestions for further research. |
|---|---|
| ISSN: |
1687-2649 |
عناصر مشابهة
-
The Impact of an Online Self-Regulation Based Vocabulary Learning Program on Enhancing Secondary Stage EFL Students Reading Speed
بواسطة: Abd Elsalam, Wafaa Alam Eldeen منشور: (2019) -
An Investigation of the Relationship between EFL University Students' Writing Performance and their Writing Self-Regulation
بواسطة: El-Sayed, Omniya Amin Ismail منشور: (2021) -
The Effects of Enhancing Time Management Strategies of Prospective EFL Teachers on their Teaching Performance and Perceived Instructional Self-Efficacy
بواسطة: Ammar, Abd Allah Mahmoud Ismail منشور: (2007) -
The Self Regulation of Iraqi EFL Teachers and its Role in Enhancing College Students’ Cognitive Curiosity
بواسطة: Auda, Narjas منشور: (2023) -
Tweetstorming in the Language Classroom: Impact on EFL Tertiary Students Ideational Fluency and Syntactic Complexity
بواسطة: Ammar, Abdullah Mahmoud Ismail منشور: (2016)
