Ortaokul İngilizce Öğretmenlerinin Öz Düzenlemeli Öğretime Yönelik İnançları
Bibliographic Data
| ID | 21682773 |
|---|---|
| Authors | Gülşah YILMAZ (0000-0003-0940-9411, corresponding author) |
| Year | 2023 |
| Volume | 66 |
| Issue | 66 |
| Pages | 1957-1989 |
| Publication date | 2023-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Tarih okulu (JOURNAL) |
| Journal identifiers | ISSN: 1308-5298 • E-ISSN: 2148-4260 |
| Publisher | ASOS Yayinevi (PUBLISHER) |
| DOI | 10.29228/joh.71302 |
| OpenAlex | W4388012879 |
| Language | TR |
| References cited | 30 |
Self-regulated learning (SRL) which has long been valued as an effective approach in English as a Foreign Language (EFL) is a broad term comprising both cognitive and affective components and concerning the notion of the learner-centred way of teaching.The allocation of resources towards the implementation of SRL is crucial in order to equip students with the necessary skills to cultivate a lifelong learning mindset, enabling them to effectively navigate the complexities of the 21st century and successfully address the multifaceted demands of both real-world scenarios and professional environments.Teachers play a crucial role as key stakeholders in facilitating students' learning process.It is imperative for them to recognize their influential position in fostering and cultivating SRL inside their classrooms.It is vital to comprehend the perspectives held by EFL educators in this regard.The study conducted for this aim is a descriptive research built within the survey model.The study comprised a total of 170 EFL teachers who were employed at secondary schools located in Elazığ.The findings of the research indicated that EFL instructors perceived SRL as a significant and indispensable factor for achieving academic excellence.In addition, the participants acknowledged the significant impact of the educational setting on the facilitation and cultivation of self-regulated learning.EFL instructors also acknowledged the favorable influence of collaboration on students' SRL abilities
Art · Humanities · Education Practices and Challenges · Educational Methods and Analysis · Psychology · Teacher Professional Development and Motivation
Second Language Acquisition
The Role of Epistemic Beliefs in Self-Regulated Learning
Self-regulated learning
Self‐regulation empowerment program
Social Foundations of Thought and Action
The Development of Epistemological Theories
Learning in Moocs
Self-Regulated Learning
Teacher beliefs, knowledge, and practice of self-regulated learning
Self-Regulated Learning and Academic Achievement
Classroom Applications of Research on Self-Regulated Learning
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
The Role of Goal Orientation in Self-Regulated Learning
Teachers’ Beliefs and Educational Research
Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language
Personalised and self regulated learning in the Web 2.0 era
Self-Regulated Learning in the Classroom
Self-regulated learning in the context of teacher education
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
The relationship between English language learners’ motivation and online self-regulation
The relationship between teacher gender and student achievement
Prior Beliefs and Cognitive Change in Learning to Teach
Goal and Self-Evaluative Influences during Children's Cognitive Skill Learning
Impact of Self-Regulatory Influences on Writing Course Attainment
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
What Teachers Think about Self-Regulated Learning
Becoming a Self-Regulated Learner
Affective and Ability Factors in Second-language Acquisition
Affective Factors and the Problem of Age in Second Language Acquisition
| Highly cited | No |
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