Locus of Learning and Affective Strategy Use
Two Factors Affecting Success in Self-Instructed Language Learning
Datos Bibliográficos
| ID | 8937802 |
|---|---|
| Autores | Jennifer Bown (0000-0003-0027-0265, Brigham Young University, autor de correspondencia) |
| Año | 2006 |
| Volumen | 39 |
| Número | 4 |
| Páginas | 640-659 |
| Fecha de publicación | 2006-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2006.tb02281.x |
| OpenAlex | W2156097851 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 18 |
As distance learning and other nontraditional methods of language learning become more populal; it is important to understand the factors that influence learners' ability to succeed in such environments. This paper reports on two factors that have a signijcant impact on the student experience in a self-instructed language program: locus of learning and use of affective strategies. Locus of learning describes students' beliefs about who controls the education process. This study found that learn ers with an internal locus of learning are more likely to be successful in self-instructed language learning than those with an external locus of learning. Moreovel; successful self-instructed learners made use of affective strategies, whereas less successful learn ers did not. These affective factors may play a critical role in self-access language learning
Cognitive psychology · Experiential learning · Language acquisition · Locus of control · Mathematics education · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology
Foreign‐Language Distance Learning Programs
Use of Language Learning Strategies by Spanish Adults for Business English
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology
The relationship between Chinese university students' conceptions of language learning and their online self-regulation
Anxiety and non-anxiety in a distance language learning environment
Fluctuation in the functions of language learner strategies
English language learners’ use of self-regulatory strategies for foreign language anxiety in China
Research agenda
Understanding the Quality of Out-of-Class English Learning
Three A's
Motivation and second language acquisition
Social learning and clinical psychology.
Language Learning Motivation
Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety
Foreign Language Classroom Anxiety
Readiness for autonomy
Enhancing metacognition in self-directed language learning
Key variables in language learning
Expectations and emergent beliefs of self-instructed language learners
Autonomy and strategy use in distance foreign language learning
Self-access
Self-Instruction in Language Learning
Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 0,58 |
| Intervalo de citas | 2007 - 2020 (14) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |