|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|5125916||1488327||2016||7 صفحه PDF||سفارش دهید||دانلود رایگان|
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 teachersâ¿¿ 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, â¿¿Perceived Self Regulation Scaleâ¿¿ (Arslan & GeliÅ¿li, 2015) and â¿¿Learning Modality Inventoryâ¿¿ (Å¿imÅ¿ek, 2002) 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.
Journal: Procedia - Social and Behavioral Sciences - Volume 232, 14 October 2016, Pages 389-395