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Motivational Regulation in Foreign Language Learning
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Motivational Regulation in Foreign Language Learning
Motivational Regulation
Motivational Regulation and FL Learning
Why the Book?
Overview of the Book
References
Theoretical Foundation and Previous Studies of Motivational Regulation
Definition of SRL
Models of SRL
Social Cognitive Learning Theory
Social Cognitive Model of SRL
General Framework of SRL
Motivational Regulation in SRL
Strategies for the Regulation of Motivation
Motivational Regulation with Other Components of SRL and Academic Achievement
Motivational Components of SRL
Self-efficacy
Sources of Self-efficacy
Self-efficacy and Academic Performance
Academic Goal Orientations
Defining Academic Goal Orientations
SRL Strategies
Classifications of SRL Strategies
SRL Strategies and Academic Performance
Summary
References
Motivational Regulation and L2 Learning
Self-regulated Language Learning
L2 Motivation
Conceptualization of L2 Motivation
Studies on L2 Motivation
Self-efficacy and Foreign Language Learning
Academic Goal Orientations and Foreign Language Learning
Motivational Regulation in L2 Learning
Language Learning Strategies
Definition of Language Learning Strategy
Classifications of Language Learning Strategies
Empirical Studies on Language Learning Strategies
Summary
References
Motivational-Regulation Strategies Used by Chinese College Students
Subjects
Design and Validation of Motivational-Regulation Scale
Stage 1: Investigating motivational problems
Stage 2: Generating questionnaire items
Stage 3: Selecting questionnaire items
Data Collection
Types of Motivational-Regulation Strategies
Overall Pattern in Using Motivational-Regulation Strategies
Differences among Students’ Overall Use of Motivational-Regulation Strategies
Differences in Using Motivational-Regulation Strategies in terms of Gender and Specialty
Differences in Using Motivational-Regulation Strategies in terms of Language Proficiency
Summary
References
The Impact of Motivational Regulation on EFL Learning
Design and Validation of ELGOS, ESES and LLSS
English-Learning Goal Orientations Scale
English Self-Efficacy Scale
Language Learning Strategy Scale
Relations between Motivational Beliefs and Motivational-Regulation Strategies
Interest Enhancement
Performance Self-talk
Mastery Self-talk
Self-reward
Negative-based Incentive
Task-Value Enhancement
Volitional Control
Self-efficacy Enhancement
Discussion
Relations between Motivational-Regulation Strategies and Language-Learning Strategies
Relations between Motivational-Regulation Strategies and English Achievement
Summary
References
Case Study on Motivational Regulation
Research Questions
Instruments
Procedures for Data Collection and Data Analysis
Motivational Problems
Differences in Motivational Regulation between High and Low English Achievers
Interest Enhancement
Performance Self-talk
Mastery Self-talk
Self-reward
Negative-based Incentive
Task-Value Enhancement
Volitional Control
Self-efficacy Enhancement
Summary
Major Findings of the Study
Motivational Regulation Strategies
Overall Pattern and Differences in Using Motivational- Regulation Strategies
Motivational Beliefs and Motivational Regulation
Motivational Regulation and Language-Learning Strategies
Motivational Regulation and English Achievement
Implications
Theoretical Implications
Practical Implications
Help Learners Self-regulate Their motivation
Take an Integrative View of Learner Training
Methodological Implications
Recommendations for Future Research
References
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