Literaturnachweis - Detailanzeige
| Autor/inn/en | Ebner, Rachel J.; Ehri, Linnea C. |
|---|---|
| Titel | Teaching Students How to Self-Regulate Their Online Vocabulary Learning by Using a Structured Think-to-Yourself Procedure |
| Quelle | In: Journal of College Reading and Learning, 46 (2016) 1, S.62-73 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1079-0195 |
| DOI | 10.1080/10790195.2015.1075448 |
| Schlagwörter | Internet; Vocabulary Development; Electronic Learning; Search Engines; Hypermedia; Self Control; Attention Control; Thinking Skills; Metacognition; Protocol Analysis; Instructional Effectiveness; College Students; Teaching Methods; Scaffolding (Teaching Technique) |
| Abstract | Using the Internet for vocabulary development is a powerful way for students to rapidly expand their vocabularies. The Internet affords students opportunities to interact both instantaneously and multimodaly with words in different contexts. By using search engines and hyperlinks, students can immediately access textual, visual, and auditory information about a word and can also experience the word in a variety of contexts. But, to fully reap the benefits of using the Internet for vocabulary learning, students need to be able to self-regulate their online actions and avoid the Internet's multitudinous distractions. In this article, we describe our development and research on the benefits of teaching students structured thinking procedures to remain metacognitively engaged when learning vocabulary online. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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