東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

A Model of Community College Students' Self-Regulated Language Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Model of Community College Students' Self-Regulated Language Learning./
作者:	Hromalik, Christopher D.
面頁冊數:	1 online resource (243 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737695click for full text (PQDT)
ISBN:	9798662425316

A Model of Community College Students' Self-Regulated Language Learning.
Hromalik, Christopher D.

A Model of Community College Students' Self-Regulated Language Learning. - 1 online resource (243 pages)

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Syracuse University, 2020.

Includes bibliographical references

Self-regulated learning has been shown to be a significant predictor of success in higher education. It has also been proposed as an important individual difference in instructed language learning. Although many correlational and experimental studies have demonstrated a relationship between self-regulated learning and increased language learning outcomes in higher education, few studies have investigated how community college students or learners studying a language at the novice level self-regulate their learning. In addition, an explanation for how self-regulated learning impacts language acquisition is still not clear. This dissertation research study tested a hypothesis that community college students in an introductory-level language course who were more self-regulated were more likely to be successful language learners. This study also hypothesized that the self-regulated language learning process could be explained by Skill Acquisition Theory (DeKeyser, 1998). Four models of self-regulated language learning were tested using Partial Least Squares Structural Equation Modeling. Each model was based on a general model of self-regulated language learning that hypothesized that Self-regulating capacity for language learning (SRClang) would have a significant effect on Self-regulated learning strategy use (SRLstrat); that SRLstrat would have a significant effect on both Declarative knowledge of a language (DECL) and Procedural knowledge of a language (PROC); and that DECL would have a significant effect on PROC. The use of form-focused learning resources (FORM_LR) and meaning-focused learning resources (MEAN_LR) was hypothesized to moderate the relationships between SRLstrat, DECL and PROC. To test the model, data were collected from community college students studying in an introductory-level Spanish course in both online and face-to-face learning environments. The results of the study indicated that there was a significant path from SRClang to SRLstrat, as well as a significant path from DECL to PROC. With the exception of a significant negative effect from SRLstrat to PROClisten, there was no evidence of a relationship between SRLstrat and either DECL or PROC. Furthermore, there were no moderating effects detected, nor were there any multigroup differences for online and face-to-face learners. These results provide support for Skill Acquisition Theory, as well as support for the relationship between the capacity to self-regulate and the eventual ability to take part in self-regulated learning behavior. It did not, however, provide evidence that community college students who are more self-regulated will achieve greater levels of either declarative or procedural knowledge of a language. Implications for the design of instruction, including instruction for second and foreign language students, as well as future research that may be conducted, are provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798662425316Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Partial Least Squares Structural Equation Modeling (PLS-SEM)Index Terms--Genre/Form:

542853
Electronic books.

A Model of Community College Students' Self-Regulated Language Learning.
LDR:04319nmm a2200385K 4500 001 2364969
005 20231213130503.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798662425316
035 $a (MiAaPQ)AAI27737695
035 $a AAI27737695
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hromalik, Christopher D. $3 3705792
245 1 2 $a A Model of Community College Students' Self-Regulated Language Learning.
264 0 $c 2020
300 $a 1 online resource (243 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Koszalka, Tiffany A.
502 $a Thesis (Ph.D.)--Syracuse University, 2020.
504 $a Includes bibliographical references
520 $a Self-regulated learning has been shown to be a significant predictor of success in higher education. It has also been proposed as an important individual difference in instructed language learning. Although many correlational and experimental studies have demonstrated a relationship between self-regulated learning and increased language learning outcomes in higher education, few studies have investigated how community college students or learners studying a language at the novice level self-regulate their learning. In addition, an explanation for how self-regulated learning impacts language acquisition is still not clear. This dissertation research study tested a hypothesis that community college students in an introductory-level language course who were more self-regulated were more likely to be successful language learners. This study also hypothesized that the self-regulated language learning process could be explained by Skill Acquisition Theory (DeKeyser, 1998). Four models of self-regulated language learning were tested using Partial Least Squares Structural Equation Modeling. Each model was based on a general model of self-regulated language learning that hypothesized that Self-regulating capacity for language learning (SRClang) would have a significant effect on Self-regulated learning strategy use (SRLstrat); that SRLstrat would have a significant effect on both Declarative knowledge of a language (DECL) and Procedural knowledge of a language (PROC); and that DECL would have a significant effect on PROC. The use of form-focused learning resources (FORM_LR) and meaning-focused learning resources (MEAN_LR) was hypothesized to moderate the relationships between SRLstrat, DECL and PROC. To test the model, data were collected from community college students studying in an introductory-level Spanish course in both online and face-to-face learning environments. The results of the study indicated that there was a significant path from SRClang to SRLstrat, as well as a significant path from DECL to PROC. With the exception of a significant negative effect from SRLstrat to PROClisten, there was no evidence of a relationship between SRLstrat and either DECL or PROC. Furthermore, there were no moderating effects detected, nor were there any multigroup differences for online and face-to-face learners. These results provide support for Skill Acquisition Theory, as well as support for the relationship between the capacity to self-regulate and the eventual ability to take part in self-regulated learning behavior. It did not, however, provide evidence that community college students who are more self-regulated will achieve greater levels of either declarative or procedural knowledge of a language. Implications for the design of instruction, including instruction for second and foreign language students, as well as future research that may be conducted, are provided.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 3172279
650 4 $a Community college education. $3 2122836
650 4 $a Language. $3 643551
653 $a Partial Least Squares Structural Equation Modeling (PLS-SEM)
653 $a Second Language Acquisition
653 $a Self-regulated learning
653 $a Skill Acquisition Theory
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0447
690 $a 0275
690 $a 0679
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Syracuse University. $b Instructional Design, Development and Evaluation. $3 2098538
773 0 $t Dissertations Abstracts International $g 82-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737695 $z click for full text (PQDT)