Increasing Self‐Regulated Learning Through the LinguaFolio
Bibliographic Data
| ID | 8936562 |
|---|---|
| Authors | Nicholas Allan Ziegler (University of Nebraska–Lincoln, corresponding author), Aleidine J Moeller (University of Nebraska–Lincoln) |
| Year | 2012 |
| Volume | 45 |
| Issue | 3 |
| Pages | 330-348 |
| Publication date | 2012-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2012.01205.x |
| OpenAlex | W2140104502 |
| Language | EN |
| Citations received | 13 |
| References cited | 18 |
Within foreign language classrooms, one intervention gaining recognition is LinguaFolio, a portfolio‐based formative assessment designed to increase self‐regulated learning. The question emerges whether such an intervention impacts student motivation, learning, and achievement. Researchers conducted a classroom‐based, quasi‐experimental, one‐semester quantitative study with first‐year French and Spanish classes at a Midwestern university. Students (N = 168) completed a pre‐ and post‐questionnaire. Accuracy in self‐assessment was investigated by comparing data from LinguaFolio to student performance on unit tests. The impact of instructor beliefs on LinguaFolio use was analyzed via questionnaires. The results indicate that LinguaFolio use is linked to increased student intrinsic motivation, increased task‐value, and more accurate self‐assessment of learning. This study supports LinguaFolio as an effective approach to increase self‐regulated learning in students
Academic achievement · Foreign language · Formative assessment · Intervention (counseling · Mathematics education · Pedagogy · Portfolio · Self-assessment · Self-regulated learning · Task (project management · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
The potential formative benefits of portfolio assessment in second and foreign language writing contexts
Promoting self-regulated learning through portfolio assessment
A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
The relationship between Chinese university students' conceptions of language learning and their online self-regulation
Feedback About Self-Regulation
President's Message
Assisted self‐assessment to optimize the OPIc test experience
Establishing professional online communities for world language educators
The Planning, Implementation, and Assessment of an International Internship Program
Future directions in assessment
Self‐assessment
Assessment as learning
Motivation and second language acquisition
Motivational Strategies in the Language Classroom
From Neurons to Neighborhoods
Achievement goals in the classroom
The Dilemma of Performance-Approach Goals
Academic self-efficacy and first year college student performance and adjustment.
Classroom Applications of Research on Self-Regulated Learning
Self-Efficacy
Motivation and Motivating in the Foreign Language Classroom
Classrooms
Intrinsic Motivation and Self-Determination in Human Behavior
A process model of L2 learners’ motivation
Investigating Self-Regulation and Motivation
Building a practically useful theory of goal setting and task motivation
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,08 |
| Citation span | 2014 - 2022 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |