Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 4

Self-Monitoring Related Abstracts

4 Reflections of AB English Students on Their English Language Experiences

Authors: Roger G. Pagente Jr.

Abstract:

This study seeks to investigate the language learning experiences of the thirty-nine AB-English majors who were selected through fish-bowl technique from the 157 students enrolled in the AB-English program. Findings taken from the diary, questionnaire and unstructured interview revealed that motivation, learners’ belief, self-monitoring, language anxiety, activities and strategies were the prevailing factors that influenced the learning of English of the participants.

Keywords: Diary, Self-Monitoring, Language Anxiety, English language learning experiences

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3 Rethinking of Self-Monitoring and Self-Response Roles in Teaching Grammar Knowledge to Iranian EFL Learners

Authors: Gholam Reza Parvizi, Ali Reza Kargar, Amir Arani

Abstract:

In the present days, learning and teaching researchers have emphasized the role which teachers, tutors, and trainers’ constraint knowledge treat in resizing and trimming what they perform in educational atmosphere. Regarding English language as subject to teaching, although the prominence of instructor’s knowledge about grammar has also been stressed, but the lack of empirical insights into the relationship between teacher’ self-monitoring and self-response of grammar knowledge have been observed. With particular attention to the grammar this article indicates and discusses information obtained self- feedback and conversing teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about grammar have to be prominent goal for teachers’ education and development programs.

Keywords: Self-Monitoring, grammar knowledge, self-response, teaching grammar, language teaching program

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2 Tardiness and Self-Regulation: Degree and Reason for Tardiness in Undergraduate Students in Japan

Authors: Keiko Sakai

Abstract:

In Japan, all stages of public education aim to foster a zest for life. ‘Zest’ implies solving problems by oneself, using acquired knowledge and skills. It is related to the self-regulation of metacognition. To enhance this, establishing good learning habits is important. Tardiness in undergraduate students should be examined based on self-regulation. Accordingly, we focussed on self-monitoring and self-planning strategies among self-regulated learning factors to examine the causes of tardiness. This study examines the impact of self-monitoring and self-planning learning skills on the degree and reason for tardiness in undergraduate students. A questionnaire survey was conducted, targeted to undergraduate students in University X in the autumn semester of 2018. Participants were 247 (average age 19.7, SD 1.9; 144 males, 101 females, 2 no answers). The survey contained the following items and measures: school year, the number of classes in the semester, degree of tardiness in the semester (subjective degree and objective times), active participation in and action toward schoolwork, self-planning and self-monitoring learning skills, and reason for tardiness (open-ended question). First, the relation between strategies and tardiness was examined by multiple regressions. A statistically significant relationship between a self-monitoring learning strategy and the degree of subjective and objective tardiness was revealed, after statistically controlling the school year and the number of classes. There was no significant relationship between a self-planning learning strategy and the degree of tardiness. These results suggest that self-monitoring skills reduce tardiness. Secondly, the relation between a self-monitoring learning strategy and the reason of tardiness was analysed, after classifying the reason for tardiness into one of seven categories: ‘overslept’, ‘illness’, ‘poor time management’, ‘traffic delays’, ‘carelessness’, ‘low motivation’, and ‘stuff to do’. Chi-square tests and Fisher’s exact tests showed a statistically significant relationship between a self-monitoring learning strategy and the frequency of ‘traffic delays’. This result implies that self-monitoring skills prevent tardiness because of traffic delays. Furthermore, there was a weak relationship between a self-monitoring learning strategy score and the reason-for-tardiness categories. When self-monitoring skill is higher, a decrease in ‘overslept’ and ‘illness’, and an increase in ‘poor time management’, ‘carelessness’, and ‘low motivation’ are indicated. It is suggested that a self-monitoring learning strategy is related to an internal causal attribution of failure and self-management for how to prevent tardiness. From these findings, the effectiveness of a self-monitoring learning skill strategy for reducing tardiness in undergraduate students is indicated.

Keywords: Self-regulation, Self-Monitoring, higher-education, tardiness

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1 The Effects of Anxiety and Attitude on the Self-Monitoring System Leading to Fossilization in English Language Learning: A Case Study

Authors: Fernanda Vieira da Rocha Silveira

Abstract:

Fossilization in second language learning (SLA) has been a controversial and enduring issue in SLA theory since Selinker’s seminal article ‘Interlanguage’ in 1972. Most of the work in the past addressed the topic in order to challenge its existence and to predict linguistic items which were liable to become fossilized. Nevertheless, research on individual differences has shed light on the acknowledgment that both learning and non-learning are the results of multiple factors, such as motivation, attitude, and anxiety. This ongoing case study aims to investigate the effects of the participant’s attitude and anxiety on the self-monitoring system during the use of English as a foreign language in Brazil, so as to examine the process of fossilization under a microscopic perspective, which includes the analysis of intra-learner differential failure. The research also analyses the participant’s use of learning strategies not only in monitoring but also in coping with anxiety. Data consist of stories which have been chosen from her personal repertoire written by the participant in English (L2), as well as text messages, and qualitative questionnaires in which the participant expresses her feelings regarding learning strategies and using English. The findings suggest that anxiety and attitude towards English prevent the participant from using the self-monitoring system when interacting with other speakers, leading to the development of fossilized items through the interference of Portuguese (L1).

Keywords: Anxiety, Self-Monitoring, attitude, fossilization

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