Studies in Self-Access Learning Journal最新文献_第9页

Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study 对外汉语学习者在翻转/混合学习环境下自主学习的运用——一项描述性研究

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100205

Shenglan Zhang

{"title":"Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study","authors":"Shenglan Zhang","doi":"10.37237/100205","DOIUrl":"https://doi.org/10.37237/100205","url":null,"abstract":"Self-regulated learning (SRL) is especially important in blended/flipped learning environments. This study explored and described the use of SRL in a specific language learning context. It investigated what problems Chinese-as-a-foreign-language learners (CFL) had with their Chinese language learning, whether and how they solved the problems, what SRL strategies they adopted, and what support they needed to gain the maximum benefits from the blended/flipped learning environment. Nineteen CFL learners who were in their second semester studying Chinese in a blended/flipped environment participated in the descriptive study. Self-reported data were collected using WeChat in an individualized exchange format, which was designed to help with data richness, completeness, and accuracy. The results show that students had different problems in learning, and they would benefit if they had the opportunity to learn and incorporate SRL strategies. The areas in which they needed the most help were knowing how to set a goal, how to create a plan to achieve the goal, and how to use different strategies to manage their learning and manage their time. Implications for teaching are also discussed in this study.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Review of JASAL 2018 x SUTLF 5 and a Reflection on “Connection” JASAL 2018 x sutlf5回顾及对“连接”的思考

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100208

Tomoya Shirakawa

引用次数: 0

Space, Place and Autonomy in Language Learning by Garold Murray and Terry Lamb 语言学习中的空间、位置与自主

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100207

S. Cotterall

引用次数: 0

Introduction 介绍

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100201

J. Mynard, Diego Mideros, H. Yamashita

引用次数: 0

Improving the Praxis of Conversation Club Leaders in a Community of Practice: A Case study in a Self-Access Centre 在实践社区中提高会话俱乐部领导者的实践能力——以自助中心为例

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100204

Pamela Sigala Villa, Adelina Ruiz-Guerrero, Laura María Zurutuza Roaro

引用次数: 1

Review of the JASAL 2018 x SUTLF 5 Conference JASAL 2018 x SUTLF 5会议回顾

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100206

Brandon Bigelow

引用次数: 0

In-Training Advising Sessions for New Peer Advisors: Impacts and Benefits 新同行顾问的培训咨询课程:影响和好处

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100203

Stephanie Lea Howard

引用次数: 0

Peer-Led Activities at a Self-Access Center in Brazil 巴西自助中心的同伴领导活动

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Studies in Self-Access Learning Journal Pub Date : 2019-06-01 DOI: 10.37237/100202

Mariana Maués Barreto

引用次数: 0

Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems 探索促进和削弱空间：从课堂到学习系统的焦点转移

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100108

N. Thomas

{"title":"Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems","authors":"N. Thomas","doi":"10.37237/100108","DOIUrl":"https://doi.org/10.37237/100108","url":null,"abstract":"Physical classrooms are often overlooked in educational research. While teachers, students, materials, and methodologies have all been the foci of studies for many years, research into the spaces in which instructed second language acquisition takes place is, for the most part, absent in the literature. In Thomas (2018a, 2018b), I argued that exploring these spaces and the affordances they provide is a necessary endeavor if we are to offer a holistic view of learning. It should be noted that my discussion of learning spaces refers to formal education settings—classrooms—and not self-access centers. However, I believe that relevant work in the field of self-access learning can indeed inform classroom design in instructed settings. Therefore, I use this work to support my discussion. As a work-in-progress report, this short paper will first describe my work up until this point, and second, explain how my ideas about learning spaces have transformed over time. I will discuss a new direction in which this and other studies may take. This new direction involves viewing classroom spaces as complex language learning systems and harnessing successful strategies students use within these systems to allow learning to take place. This focus on learning spaces as complete systems, as opposed to just their physical characteristics, has implications for how students can be better prepared to learn beyond the classroom.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43976735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Chinese Language Learner Motivation: Vision, Socialization and Progression 汉语学习动机：视野、社会化与进步

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100104

Junqing Jia

引用次数: 5