|
Abstract |
3-5 |
|
中文摘要 |
5-7 |
|
Table of contents |
7-9 |
|
Chapter 1: Introduction |
9-13 |
|
1.1 Research background |
9-10 |
|
1.2 The importance of self-regulated learning |
10-11 |
|
1.3 Purpose of the present study |
11 |
|
1.4 Research questions |
11 |
|
1.5 Organization of the thesis |
11-13 |
|
Chapter 2 Literature Review |
13-31 |
|
2.1 Defining ‘self-regulation’and ‘self-regulated learning’ |
14-15 |
|
2.2 Characteristics of self-regulated learner |
15-16 |
|
2.3 Dimensions of academic self-regulation |
16-18 |
|
2.4 The role of motivation in Self-Regulated Learning |
18-22 |
|
2.5 Self-Regulated Learning strategies |
22-26 |
|
2.6 Measuring Self-Regulated Learning |
26-28 |
|
2.7 Approaches to foster self-regulation |
28-31 |
|
Chapter 3: Methodology |
31-37 |
|
3.1 Participants |
31-33 |
|
3.2 Instruments |
33-37 |
|
Chapter 4: The Cyclical Instruction Model of Self-Regulated Learning |
37-58 |
|
4.1 The essence of CIMSRL |
37-38 |
|
4.2 Implementing conditions |
38-46 |
|
4.3 The introduction of CIMSRL |
46-49 |
|
4.4 A sample lesson plan |
49-53 |
|
4.5 Assessment |
53-58 |
|
Chapter 5: Result and discussion |
58-73 |
|
5.1 Results |
58-69 |
|
5.2 Discussion |
69-73 |
|
Chapter 6: Conclusion |
73-76 |
|
6.1 Major findings |
73-74 |
|
6.2 Limitations and suggestions |
74-76 |
|
References |
76-84 |
|
Appendix I: Questionnaire |
84-88 |
|
Appendix II: Semi-structured interview questions |
88-89 |
|
Appendix III: Language proficiency test scores |
89-95 |
|
Appendix IV: One lesson of teaching material |
95-98 |
|
Acknowledgement |
98-99 |
