東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effects of a Self-Regulated Writ...

Akhmedjanova, Diana .

Linked to FindBook

Google Book

Amazon

博客來

The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills./
Author:	Akhmedjanova, Diana .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	239 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27836830
ISBN:	9798641842004

The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills.
Akhmedjanova, Diana .

The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 239 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2020.

This item must not be sold to any third party vendors.

The goals of this dissertation were (1) to help English learners (ELs) improve their persuasive writing and self-regulated learning (SRL) skills and (2) to examine the effectiveness of the self-regulated writing intervention in an authentic setting. ELs are well-represented across university and college campuses in the U. S. While most of them thrive academically and receive their undergraduate and graduate degrees, a majority of ELs experience difficulties with academic writing. Therefore, there is a need to develop and examine evidence-based practices to promote the development of academic writing skills of ELs. One promising line of research involves adding instruction in SRL to writing courses. The mixed-methods research design, combining single case quasi-experimental design and focus group interviews, was used to collect data from undergraduate ELs (n=8) while they were learning how to write persuasive essays and self-regulate their writing behaviors. Based on the What Works Clearinghouse standards for single-case designs, the results of this study revealed that the SRL writing intervention provided weak or no evidence of treatment effect on the quality of students' persuasive writing skills, and no evidence of treatment effect on students' SRL skills. These findings suggest that both writing and SRL skills are teachable, but may require more time and adjustments to the teaching and learning methods employed in the study.

ISBN: 9798641842004Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

English learners

The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills.
LDR:02648nmm a2200361 4500 001 2277180
005 20210517123439.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798641842004
035 $a (MiAaPQ)AAI27836830
035 $a AAI27836830
040 $a MiAaPQ $c MiAaPQ
100 1 $a Akhmedjanova, Diana . $3 3555488
245 1 4 $a The Effects of a Self-Regulated Writing Intervention on English Learners' Academic Writing Skills.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 239 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Andrade, Heidi.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The goals of this dissertation were (1) to help English learners (ELs) improve their persuasive writing and self-regulated learning (SRL) skills and (2) to examine the effectiveness of the self-regulated writing intervention in an authentic setting. ELs are well-represented across university and college campuses in the U. S. While most of them thrive academically and receive their undergraduate and graduate degrees, a majority of ELs experience difficulties with academic writing. Therefore, there is a need to develop and examine evidence-based practices to promote the development of academic writing skills of ELs. One promising line of research involves adding instruction in SRL to writing courses. The mixed-methods research design, combining single case quasi-experimental design and focus group interviews, was used to collect data from undergraduate ELs (n=8) while they were learning how to write persuasive essays and self-regulate their writing behaviors. Based on the What Works Clearinghouse standards for single-case designs, the results of this study revealed that the SRL writing intervention provided weak or no evidence of treatment effect on the quality of students' persuasive writing skills, and no evidence of treatment effect on students' SRL skills. These findings suggest that both writing and SRL skills are teachable, but may require more time and adjustments to the teaching and learning methods employed in the study.
590 $a School code: 0668.
650 4 $a Educational psychology. $3 517650
650 4 $a English as a second language--ESL. $3 3423990
653 $a English learners
653 $a Mixed-methods design
653 $a Multilingual writing
653 $a Self-regulated learning
653 $a Single-case design
690 $a 0525
690 $a 0441
710 2 $a State University of New York at Albany. $b Educational Psychology and Methodology. $3 3351181
773 0 $t Dissertations Abstracts International $g 81-11A.
790 $a 0668
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27836830