Supplemental Material for Strategy Instruction With Self-Regulation in College Developmental Writing Courses: Results From a Randomized Experiment

2021 ◽  
Keyword(s):  
Self Regulation ◽  
Strategy Instruction ◽  
Developmental Writing ◽  
Randomized Experiment ◽  
Writing Courses

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

scholarly journals The role of students’ individual differences in language learning strategy choice

2019 ◽  
Vol 65 (2) ◽  
pp. 117-121
Author(s):  
Iryna Kaminska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Foreign Languages ◽  
Individual Choice ◽  
Language Learning Strategies ◽  
Learning Contexts

In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

scholarly journals USING AUTHENTIC MATERIAL TO IMPROVE THE WRITING SKILLS OF EFL STUDENTS

2020 ◽  
Author(s):  
Keyman Fuat ◽  
John Keithman
Keyword(s):  
Social Science ◽  
Writing Skills ◽  
Strategy Instruction ◽  
Female Students ◽  
Male Students ◽  
Science Students ◽  
Authentic Material ◽  
Writing Courses ◽  
English Writing ◽  
Efl Students

This study investigates the use of authentic material to improve the EFL students’ writing skills. Data was collected during the academic year 2018–2019. Participants in the study (N = 365) were all enrolled in English writing courses and totaled 200 male students and 165 female students. The results of ANOVA (analysis of variance) tests showed that female students have higher scores than male students, and Social Science students have higher scores than Non-Social Science students. In response to these findings, a program for direct strategy instruction was piloted with an English writing class at one of the sample universities. Encouraging results from this trial program suggest new avenues for approaching the teaching of writing.Keywords: Authentic material, English as a Foreign Language (EFL), Writing Skill.

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