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

Linked to FindBook

Google Book

Amazon

博客來

An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning./
Author:	Duculescu, Cristina.
Description:	1 online resource (225 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29069240click for full text (PQDT)
ISBN:	9798802711453

An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning.
Duculescu, Cristina.

An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning. - 1 online resource (225 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--Arizona State University, 2022.

Includes bibliographical references

The purpose of this dissertation is three-fold: to further the understanding of grammar learning strategies (GLS) that students at an American university use when they engage in language study sessions on their own, in technology-enhanced language learning (TELL) outside of the classroom; to examine how previous language learning experience (PLLE) influences the application of GLS in individual study sessions in TELL; and to investigate the roles that technology plays in students' use of strategies to study grammar individually, in TELL. By adopting a modified version of Oxford's Strategic Self-regulation (S2R) Model of language learning and Pawlak's Grammar Learning Strategy Inventory (GLSI), this mixed-method study took a contextualized approach to GLS investigation in order to fill gaps in identifying GLS application and draw a detailed inventory of GLS preferred by college students. Findings drew on data from a systematic full-semester investigation of the strategic behaviors deployed by US university undergraduate students while they completed French and Spanish grammar activities assigned as regular coursework in a TELL environment. Moreover, the goals of this dissertation were achieved by tapping into strategy use and the factors influencing it, more generally, through a questionnaire, interviews, and language learning histories. The overall findings indicated that metacognitive strategies were preferred by participants, followed by cognitive strategies, with sociocultural-interactive strategies being least frequently used. Additionally, some of the main PLLE factors found to influence the GLS use were: past language instructors' teaching methodologies, previous knowledge of other languages, and foreign language strategy transfer. Finally, technology was found to play several roles in GLS application, such as: promoting strategic use of language learning, making language learning more flexible and convenient, and making language learning more engaging/fun/entertaining. The findings of this study contribute valuable insights into the field of GLS, in a research context still largely underexplored, grammar study in TELL outside the classroom. The study also contributes novel findings on the types of contextual factors related to students' PLLE that influence their choices and use of GLS as well as the roles that technology plays in GLS application.

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

Mode of access: World Wide Web

ISBN: 9798802711453Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Grammar learning strategiesIndex Terms--Genre/Form:

542853
Electronic books.

An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning.
LDR:03801nmm a2200385K 4500 001 2354409
005 20230414084749.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798802711453
035 $a (MiAaPQ)AAI29069240
035 $a AAI29069240
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Duculescu, Cristina. $3 3694762
245 1 3 $a An Investigation of Language Learners' Use of Grammar Learning Strategies in Technology-Enhanced Language Learning.
264 0 $c 2022
300 $a 1 online resource (225 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: 83-11, Section: A.
500 $a Advisor: James, Mark.
502 $a Thesis (Ph.D.)--Arizona State University, 2022.
504 $a Includes bibliographical references
520 $a The purpose of this dissertation is three-fold: to further the understanding of grammar learning strategies (GLS) that students at an American university use when they engage in language study sessions on their own, in technology-enhanced language learning (TELL) outside of the classroom; to examine how previous language learning experience (PLLE) influences the application of GLS in individual study sessions in TELL; and to investigate the roles that technology plays in students' use of strategies to study grammar individually, in TELL. By adopting a modified version of Oxford's Strategic Self-regulation (S2R) Model of language learning and Pawlak's Grammar Learning Strategy Inventory (GLSI), this mixed-method study took a contextualized approach to GLS investigation in order to fill gaps in identifying GLS application and draw a detailed inventory of GLS preferred by college students. Findings drew on data from a systematic full-semester investigation of the strategic behaviors deployed by US university undergraduate students while they completed French and Spanish grammar activities assigned as regular coursework in a TELL environment. Moreover, the goals of this dissertation were achieved by tapping into strategy use and the factors influencing it, more generally, through a questionnaire, interviews, and language learning histories. The overall findings indicated that metacognitive strategies were preferred by participants, followed by cognitive strategies, with sociocultural-interactive strategies being least frequently used. Additionally, some of the main PLLE factors found to influence the GLS use were: past language instructors' teaching methodologies, previous knowledge of other languages, and foreign language strategy transfer. Finally, technology was found to play several roles in GLS application, such as: promoting strategic use of language learning, making language learning more flexible and convenient, and making language learning more engaging/fun/entertaining. The findings of this study contribute valuable insights into the field of GLS, in a research context still largely underexplored, grammar study in TELL outside the classroom. The study also contributes novel findings on the types of contextual factors related to students' PLLE that influence their choices and use of GLS as well as the roles that technology plays in GLS application.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Educational technology. $3 517670
653 $a Grammar learning strategies
653 $a Language learning strategies
653 $a Technology-enhanced
653 $a Language learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0290
690 $a 0444
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Arizona State University. $b English. $3 1678704
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29069240 $z click for full text (PQDT)