The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: An ethnographic study

Olga Esteve*, Mireia Trenchs, Joan Tomàs Pujolà, Marta Arumí, Marilisa Birello

*Autor corresponent d’aquest treball

Producció científica: Capítol de llibreCapítolRecercaAvaluat per experts

3 Cites (Scopus)

Resum

For a considerable length of time, second language learning researchers have shown a growing interest in cognitive and metacognitive learner strategies. The outcomes of this research have proved that the development of autonomy benefits most from the promotion of such strategies in the curriculum. Many researchers have explored which might be the most suitable learning environments for developing learner autonomy and have made important theoretical and practical contributions to the field by stressing the relevance of project work and task-based teaching (Sinclair et al., 2000; van Lier, 1996, 2004). Still, there is little research on teaching practices aimed explicitly at encouraging the process of reflection on learning through such mediation tools as the ELP.
Idioma originalEnglish
Títol de la publicacióPerspectives from the European Language Portfolio
Subtítol de la publicacióLearner autonomy and self-assessment
EditorsBärbel Kühn, María Luisa Pérez Cavana
EditorTaylor and Francis AS
Capítol5
Pàgines73-99
Nombre de pàgines27
Volum9780203809426
ISBN (electrònic)9780203809426
ISBN (imprès)9780415675543
DOIs
Estat de la publicacióPublicada - 28 de maig 2012

Fingerprint

Navegar pels temes de recerca de 'The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: An ethnographic study'. Junts formen un fingerprint únic.

Com citar-ho