Self-regulation of Foreign Language Competency: Conscious Way to Successful Management

2017 ◽  
Author(s):  
Marina A. Bogatyreova
Keyword(s):  
Foreign Language ◽  
Self Regulation ◽  
Successful Management ◽  
Language Competency

scholarly journals Designing a Successful MOOC – An Empirical Study of the Foreign Language Courses On a MOOCs Platform

2021 ◽  
Author(s):  
Jia Kuang ◽  
Lan He
Keyword(s):  
Foreign Language ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Multiple Linear Regression Analysis ◽  
Traditional Classroom ◽  
Temporal Contiguity ◽  
Communication Mode ◽  
Language Courses ◽  
Foreign Language Courses

Abstract MOOCs have achieved great development in the last five to seven years. However, MOOCs present unique features of their own which distinguish themselves from the traditional classroom interaction. In this article, in order to find out the factors influencing the design of successful MOOCs, we examined the communication mode of MOOCs from the perspective of symbolic interactionism by combining the features of the communication mode of MOOCs as well as that of the traditional classroom interaction. Multiple linear regression analysis was conducted on 280 sample MOOCs from the foreign language courses category of a major Chinese MOOCs platform. The findings indicate that providing options for comprehension, providing options for self-regulation, coherence and temporal contiguity are the key factors for a successful design of MOOCs.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

Methodological Support in the Formation of the Language Competency of the «Aircraft And Helicopter Structure» Profile Students

2021 ◽  
pp. 81-89
Author(s):  
Svetlana Yevgenyevna Tsvetkova ◽  
◽  
Elena Yurievna Malisheva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Scientific Literature ◽  
Industrial Relations ◽  
Language Education ◽  
Professional Communication ◽  
Practical Relevance ◽  
Language Training ◽  
Teaching Guide ◽  
Language Competency

The necessity of the innovation of the language education in a technical highest school was conditioned by the present-day development of the international industrial relations and business contacts between specialists of various countries. The purpose of technical profile students’ language training nowadays is the mastering of a language competency in the sphere of professional communication. The article aims at the description of peculiarities of a methodological support in the formation of the language competency of the technical profile students. The article represents the scientific literature review on the problem of the language education efficiency raising in a highest school; grounds the necessity of creating the methodological support as a means of the successful formation of the foreign language competency; describes researching approaches. The results view the content specifications and didactical structure of a teaching guide, which provides the language competency of the 24.05.07. Aircraft and Helicopter Construction profile students during the professional education. The theoretical and practical relevance is stated in the end of the article.

Teaching Professional Foreign Language Discourse via IT Tools

2020 ◽  
pp. 267-282
Author(s):  
Elena Shulgina
Keyword(s):  
Foreign Language ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Educational Process ◽  
Professional Communication ◽  
Student Work ◽  
Language Discourse ◽  
Independent Work ◽  
Teaching Professional ◽  
The Web

The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.

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 Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

scholarly journals The Study of Interaction Features Used by Intermediate Iranian EFL Learners in Their Lexical Language Related Episodes

2018 ◽  
Vol 9 (5) ◽  
pp. 1053
Author(s):  
Ehsan Alijanian ◽  
Saeed Ketabi ◽  
Ahmad Moinzadeh
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Self Regulation ◽  
Metalinguistic Awareness ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Wide Range ◽  
Language School ◽  
Work Done

Negotiation of meaning refers to interactional work done by interlocutors to attain joint understanding when a communication difficulty comes about. This study uses a qualitative perspective to consider the development of participant utterances in interaction in every moment. 10 English as a foreign language learners in a language school in Iran were chosen to participate in a dictogloss activity in which they were required to describe a certain word. The interaction features in their lexical language related episodes were analyzed. The results indicate that students use a wide range of interaction features in their collaborations. These features help learners generate a scaffolding structure in the LLREs in which meaning discovering is made. The use of interactive features fostered metalinguistic awareness and encouraged learners’ self-regulation.

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