Strategy-Based Instruction: A Learner-Focused Approach to Developing Learner Autonomy

Autor/inn/en	Nguyen, Le Thi Cam; Gu, Yongqi
Titel	Strategy-Based Instruction: A Learner-Focused Approach to Developing Learner Autonomy
Quelle	In: Language Teaching Research, 17 (2013) 1, S.9-30 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168812457528
Schlagwörter	Personal Autonomy; Curriculum Development; Control Groups; Experimental Groups; Metacognition; Writing Ability; Learning Strategies; Teaching Methods; Intervention; Vietnamese People; Foreign Countries; Academic Discourse; Writing Improvement; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Writing Instruction + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Schreibunterricht
Abstract	This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups at a Vietnamese university. An eight-week metacognition training package was incorporated into the academic writing programme of the experimental group. Students in the experimental group improved their ability to plan, monitor and evaluate a writing task more than students in the two control groups. Planning became the most often exercised skill, followed by evaluating and monitoring. Improvements in writing were maintained on a delayed test. Overall, the study suggests that strategy-based instruction in the form of training learners in task-specific metacognitive self-regulation improved learners' autonomy in both learning and their writing ability. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10