Incorporating Cyclical Model of Self-Regulation into Korean High School EFL Learners This article is revised and adapted from the master’s thesis of the first author

AbstractThis study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure was based on Vygotsky’s notion of the zone of proximal development and self-regulated intervention. The participants were 49 Iranian EFL learners in three groups: a control group, which received the institute’s regular instructional activities; a comparison group, which received dynamic assessment (DA); and an experimental group which received self-regulated dynamic assessment (SR-DA) procedures, in the form of an intervention focusing on cognitive, emotional, and behavioral self-regulation states of learners. Results of the study pointed to the potential of SR-DA for enhancing the students’ learning potential over and beyond that which is available from the DA (as offered to the comparison group) and the static testing (as offered to the control group). The results have important implications for a theoretical understanding of the mechanisms through which EFL learners develop necessary self-regulation skills in the EFL context.

Download Full-text

PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

PEDAGOGIKA: Jurnal Pedagogika dan Dinamika Pendidikan ◽

10.30598/pedagogikavol5issue1page1-11 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-11

Author(s):

Sri Hapsari

Keyword(s):

High School ◽

Social Studies ◽

Junior High School ◽

Creative Thinking ◽

Teaching And Learning ◽

Junior High ◽

Self Regulation ◽

Conscious Effort ◽

Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

Download Full-text

Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

Studies in Self-Access Learning Journal ◽

10.37237/050309 ◽

2014 ◽

pp. 309-314

Author(s):

Janine Berger

Keyword(s):

High School ◽

New York ◽

New York City ◽

Action Research ◽

York City ◽

Independent Learning ◽

Action Research Project ◽

Efl Learners ◽

Learning Techniques ◽

Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

Download Full-text

The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

International Journal of Multiculturalism ◽

10.30546/2708-3136.2020.1.2.44 ◽

2020 ◽

pp. 44-64

Author(s):

Ali ARABMOFRAD ◽

Majid SAEIDI ◽

Mohammad MOTAMEDI

Keyword(s):

High School ◽

Language Learning ◽

Elementary Students ◽

Listening Comprehension ◽

Proficiency Test ◽

Efl Learners ◽

Listening Skill ◽

Significant Difference ◽

Multicultural Context ◽

Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

Download Full-text