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Effects of Adapted Self-regulated St...

Fields, R. Stacy.

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Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents./
作者:	Fields, R. Stacy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10841654
ISBN:	9780438366237

Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents.
Fields, R. Stacy.

Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 126 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ph.D.)--Middle Tennessee State University, 2018.

Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Language Learners (ELLs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched with a variety of populations, it has yet to be studied in ELL high school students. An additional effective practice for ELL older student writers is providing feedback during the writing process. However, the most effective method of instruction is uncertain. This study sought to investigate the effectiveness of an adapted SRSD method as compared to business as usual method on quality and accuracy measures among ELL adolescents. This study used an experimental, randomized control design using both researcher created and standardized measures. Results indicated that students in the treatment group statistically significantly improved over the business as usual control group on all quality measures. For accuracy (i.e., grammar, punctuation, sentence level errors), a small effect (g = 0.35) was reported when using researcher created near-transfer measures.

ISBN: 9780438366237Subjects--Topical Terms:

516579
Education.

Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents.
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