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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:
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001 1583314
024 |3 10.12816/EDUSOHAG.2016.125719 
041 |a eng 
044 |b مصر 
100 |9 442464  |a Ammar, Abdullah Mahmoud Ismail  |e Author 
245 |a Enhancing EFL At-Risk Students Metamotivational Self-Regulation:  |b Immediate and Delayed Impact on their Strategy Use and Academic Achievement 
260 |b جامعة سوهاج - كلية التربية  |c 2016  |g أبريل 
300 |a 1 - 32 
336 |a بحوث ومقالات  |b Article 
520 |b 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. 
653 |a تعلم اللغة الإنجليزية  |a التنظيم الذاتي  |a الإنجاز الأكاديمي  |a التحفيز التعليمي  |a التحصيل الدراسي 
692 |b Metamotivational Self-Regulation  |b At-Risk EFL Students 
773 |4 التربية والتعليم  |6 Education & Educational Research  |c 017  |e Journal of Education  |f Al-Maǧallaẗ al-tarbawiyyaẗ  |l 044  |m ج44  |o 0045  |s المجلة التربوية  |v 000  |x 1687-2649 
856 |u 0045-000-044-017.pdf  |n https://edusohag.journals.ekb.eg/article_125719.html 
930 |d y  |p y  |q n 
995 |a EduSearch 
999 |c 825239  |d 825239