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  • 标题:The Relationship between Learning Modalities and Perceived Self-regulation Levels
  • 本地全文:下载
  • 作者:Berna Güryay ; Berna Güryay
  • 期刊名称:Procedia - Social and Behavioral Sciences
  • 印刷版ISSN:1877-0428
  • 出版年度:2016
  • 卷号:232
  • 页码:389-395
  • DOI:10.1016/j.sbspro.2016.10.054
  • 语种:English
  • 出版社:Elsevier
  • 摘要:Abstract Recent English Language teacher education programmes place a great responsibility on learners to self-regulate their learning. Therefore, it is quite important to know pre-service English teachers⿿ learning modalities and perceived self-regulation preferences. This paper investigates the self-regulation strategies and learning modalities of English Language Teaching (ELT) students of a state university and aims at exploring whether there is any statistically significant relationship between learning modalities and self regulation levels of these students. In the scope of this study, ⿿Perceived Self Regulation Scale⿿ () and ⿿Learning Modality Inventory⿿ () were administered to 121 pre-service English Language teachers at university during the fall term of 2015-2016 academic year. The findings indicated that there is a positively significant relationship between self-regulation means and aural learning means. What is more, most of the ELT students in the sample group were found to be visual.
  • 关键词:Perceived self-regulation;learning modalities;learning styles;English Language Teaching;teacher training
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