Strategy and self-regulation instruction as contributors to improving students' cognitive model in an ESL program

By L. Ching. 2002

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/55e4bda0cdc79aec5f76a01b2c7b31705e0a039f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey (2010, methodology): “As research indicates, the frequent use of learning strategies in language classroom turns out to be a significant factor in the success of EFL learners, which may contribute to further aspects involved in second language acquisition. In particular, one focus of research in the area of EFL is concer”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “The emerging empirical evidence consistently indicates that self-regulation is a significant impetus for learners’ academic performance (Ching, 2002; Hilden & Pressley, 2007; Zimmerman & Schunk, 2011).”
Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English (2011, background): “According to Ching (2002), this result may be due to the fact that highly efficacious learners are more committed to learning L2 and working harder to avoid failure, and they usually link failure to insufficient effort or skills.”
Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study) (2011, result): “The studies on the relationship between self-efficacy and academic success confirm the results of this study (Magogwe & Oliver, 2007; Ching, 2002; Ferla et al, 2008).”
Language acquisition in Second Life (2009, background): “In the context of a English as a second language course, Ching (2002) found that students with high self-efficacy beliefs were confident about what they could achieve; set themselves challenges and were committed to achieving them; worked harder to avoid failure; were highly resilient and linked…”
The Relationship Between Reading Self-efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners (2012, background): “As said by Ching (2002), this result may be due to the fact that highly efficacious learners are more committed to learning L2 and working harder to avoid failure, and they usually link failure to insufficient efforts or skills.”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “After the instruction, these students were observed to be more optimistic toward writing tasks, more persistent with difficult writing tasks, more committed to achieving challenging goals, and more likely to work harder to avoid failure (Lee, 2002).”