|
References Adler, P. A., & Adler, P. (1994). Observational techniques. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage. Anderson, N. (1999). Exploring second language reading: Issues and strategies. Toronto, Canada: Heinle & Heinle. Atkinson, R. C., & Michael, R. R. (1975). An application of the mnemonic keyword method to the acquisition of Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 104(2), 126-133. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. Bandura, A. (1995). Experience of personal and collective efficacy in changing societies. New York: Cambridge University Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behaviour Research and Therapy, 42, 613-630. Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.
Bandura, A., Bararanelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Barone, D., Maddux, J. E., & Snyder, C. R. (1997). Social cognitive psychology: History and current domains. New York: Plenum. Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287. Beihler, R., & Snow, J. (2000). Psychology applied to teaching. USA: Houghton Mifflin Company. Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514. Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134. Cervone, D., & Wood, R. (1995). Goals, feedback, and the differential influence of self-regulatory processes on cognitively complex performance. Cognitive Therapy and Research, 19, 519-545. Chamot, A. U. (1998). Teaching learning strategies to language students. (ERIC Document Reproduction Services NO. ED 433719). Chamot, A. U. (2004). Issues in language learning research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chamot, A. U. (2007). Accelerating academic achievement of English language learners: A synthesis of five evaluations of the CALLA Model. In J. Cummins & C. Davison (Eds.), The international handbook of English language learning,Part I (Vol. 317-331). Norwell, MA: Springer. Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1996). Methods for teaching learning strategies in the foreign language classroom. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 175-188). Manoa: University of Hawaii Press. Chamot, A. U., Robbins, J., & El-Dinary, P. B. (1993). Learning strategies in Japanese foreign language instruction. ERIC Document Reproduction Service NO. ED 370346. Christmann, E. P., & Badgett, J. (2009). Interpreting assessment data: Statistical techniques you can use. USA: NSTA Press. Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. New York: Newbury House Publishers. Cohen, A. D. (1998). Strategies in learning and using a second language. London: Pearson Education Limited. Cohen, A. D., & Edna, P. (1980). Retention of second-language vocabulary over time: Investigating the role of mnemonic associations. System, 8(3), 221-235. Collins, J. L. (1982). Self-efficacy and ability in achievement behavior. Paper presented at the the annual meeting of the American Educational Research Association, New York. Comprehensive assessment program for junior high school students. (2013). Retrieved March 1, 2013, from http://cap.ntnu.edu.tw/test_4_3.html Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press. Dornyei, Z. (2007). Research methods in applied linguist: Quantitative, qualitative, and mixed methodologies. Oxford: OUP. Dornyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), Handbook of Second Language Acquisition (pp. 589-630). Oxford: Blackwell. Ehrman, M., & Oxford, R. L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73, 1-13. Elliot, A. J., Faler, J., McGregor, H. A., Campbell, W. K., Sedikides, C., & Harackiewicz, J. M. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26(780-794). Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Ellis, R. (1994). The study of second language acquisition. London: Oxford University Press. Gan, Z., Humphreys, G., & Hamp-Iyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese Universities. The Modern Language Journal, 88(2), 229-244. Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Gardner, R. C., & MacIntyre, P. D. (1993). A student''s contribution to second language learning: Part II, affective factors. Language Teaching, 26, 1-11. Gass, S., & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Graham, S., & Harris, K. (2000). Writing development The role of cognitive, motivational, and social/ contextual factors. Educational Psychologist, 35(1), 3-12. Green, J., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(261-297). Greene, B. A., Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students'' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482. Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies in theory and practice. London: Routledge. Grenfell, M., & Harris, V. (2004). Language-learning strategies: A case for cross-curricular collaboration. Language Awareness, 13(2), 116-130. Griffiths, C. (2006). Strategy development and progress in language learning. Prospect, 21(3), 58-76. Hajer, M., Meestringa, T., Park, Y. Y., & Oxford, R. L. (1996). How print materials provide strategy instruction. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai''i Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399-415. Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-422. Huang, S. C., & Chang, S. F. (1996). Self-Efficacy of English as a second language learner: An example of four learners. ED396536. Huang, X. H., & Van Naerrsen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8, 287-307. Junge, M. E., & Dretzke, B. J. (1995). Mathematical self-efficacy gender differences in gifted/ talented adolescents. Gifted Child Quarterly, 39, 22-26. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Association Press. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman. Lai, Y.-C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly, 43(2), 255-280. Lai, Y.-C. (2011). Language learning strategy use and English proficiency of university freshman in Taiwan. TESOL Quarterly, 43(2), 255-280. Lam, W. Y. K. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches. Language Teaching Research, 13(2), 129-150. Lau, K. L. (2006). Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction program. Educational Research, 48(2), 195-209. Leaver, B. L. (2003). Achieving native-like second language proficiency: A catalogue of critical factors (Vol. I). Salinas, CA: MSI Press. Lee, C. K. (2010). An overview of language learning strategies. ARECLS, 7, 132-152.
Lee, K. R. (2007). Strategy awareness-raisin for success: Reading strategy instruction in the EFL context. (Unpublished doctoral dissertation), University of Maryland, College Park,MD, USA. Lee, K. R., & Oxford, R. L. (2008). Understanding EFL learners'' strategy use an strategy awareness. Asian EFL Journal, 10(1), 7-32. Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31, 356-362. Lent, R. W., Brown, S. D., & Larkin, K. C. (1987). Comparison of three theoretically derived variables in predicting career and academic behavior: Self-efficacy, interest congruence, and consequence thinking. . Journal of Counseling Psychology, 34, 293-298. Liu, J. (2006). A comparison between good and poor language learners in vocabulary learning. Sino-US English Teaching, 3(3), 18-29. MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27, 185-195. Maddux, J. E., & Volkmann, J. (2010). Self-efficacy. In R. H.Hoyle (Ed.), Handbook of personality and self-regulation. West Sussex, UK: Wiley-Blackwell McLaughlin, B. (1987). Theories of second-language learning. London: Edward Arnold. Meece, J. L. (1991). The classroom context and children''s motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in achievement motivation research (pp. 261-285). New York: Academic Press. Meece, J. L. (1994). The role of motivation in self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 25-44). Hillsdale, NJ: Erlbaum.
Meece, J. L., Herman, P., & McCombs, B. (2003). Relations of learner-centered teaching practices to adolescents'' achievement goals. International Journal of Educational Research, 39, 457-475. Mochizuki, A. (1999). Language learning strategies used by Japanese university students. RELC Journal, 30(2), 101-113. Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. A., & Souri, H. (2011). The relationship between self-efficacy and academic achievement in high school students. Procedia Social and Behavioral Sciences, 15, 765-768. Naiman, N., Frohlich, M., & Todesco, A. (1975). The good second language learner. TESL Talk, 6(1), 58-75. Nakatani, Y. (2005). The effects of awareness-raising instruction on oral communication strategy use. The Modern Language Journal, 89(2), 76-91. Nguyen, N. (2010). Factors influencing language-learning strategy use of English learners in an ESL context. Mid-Western Educational Researcher, 23(4), 7-13. Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322. Nyikos, M. (1991). Prioritizing student learning: A guide for teachers. In L.Strasheim (Ed.), Focus on the foreign language learner: Priorities and strategies. Lincolnwood, IL: National Textbook. Nyikos, M. (1996). The conceptual shift to learner-centred classrooms: Increasing teacher and student strategic awareness. In R. L. Oxford (Ed.), Language Learning Strategies around the World (pp. 109-117). Honolulu: University of Hawai''i Press.
O''Malley, J. M. (1987). The effects of training in the use of learning strategies on learning English as a second language. In A. Wenden & J. Rubin (Eds.), Learner Strategies for Learner Autonomy (pp. 133-143). UK: Prentice Hall O''Malley, J. M., & Chamot, A. U. (1988). How to teach learning strategies. In A. U. Chamot, J. M. O''Malley & L. Kupper (Eds.), The cognitive academic language learning approach (CALLA) training manual (pp. 121-122). Arlington, VA: Second Language Learning. O''Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. O''Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584. O''Neil, H. F., & Spielberger, C. (1979). Cognitive and affective learning strategies. New York: Academic Press. Oxford, R. L. (1986). Second language learning strategies: Current research and implications for practice. Los Angeles: Center for Language Education and Research, University of California at Los Angeles. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers. Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics, 13(5), 175-187. Oxford, R. L. (1994). Gender differences in L2 styles and strategies: Do they exist? Should we pay attention? . In J.Alatis (Ed.), Strategies interaction and language acquisition: Theory, practice, research (pp. 541-557). Washington, DC: Georgetown University Press.
Oxford, R. L. (2008). Hero with a thousand faces: learner autonomy, learning strategies and learning tactics in independent language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings. Ontario, Canada: Cromwell Press Ltd. Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Education Limited. Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 227-246). Honolulu: Teaching & Curriculum Center, University of Hawai''i. Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300. Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. (Unpublished doctoral dissertation), Indiana University of Pennsylvania. Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578. Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved May 15, 2013 from www.emory.edu/EDUCATION/mfp/eff.html Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Shunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and application. (pp. 111-140). Oxon, UK: Lawrence Erlbaum Associates, Inc.
Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91, 50-61. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366-381. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Pintrich, P. R., & Schrauben, B. (1992). Students'' motivational beliefs and their cognitive engagement in classroom tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum Associates. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill/Prentice Hall. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Politzer, R., & McGroarty, M. (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-123. Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19, 229-258. Rao, Z., & Liu, F. (2011). Effect of academic major on students'' use of language learning strategies: A diary study in a Chinese context Language Learning Journal, 39(1), 43-55. Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In H. F. O''Neil (Ed.), Learning strategies (pp. 165-205). New York: Academic Press. Rodgers, T. S. (1978). Towards a model of learner variation in autonomous foreign language learning. Studies in Second Language Acquisition, 2(1), 73-97. Rong, M. (1999). Language learning strategies of a sample of tertiary-level students in the P.R.China. Guidelines, 21(1), 1-11. Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(41-51). Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia Social and Behavioral Sciences, 70, 634-643. Schultz, D. P., & Schultz, S. E. (2005). Theories of personality. Belmont, CA: Thomson Learning, Inc. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and applications (pp. 281-303). New York: Plenum. Schunk, D. H. (1996). Goals and self-evaluative influences during children''s cognitive skill learning. American Educational Research Journal, 33, 359-382.
Schunk, D. H. (2008). Attributions as motivators of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications. New Jersey: Lawrence Erlbaum Associates, Inc. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goals and self-evaluation influences. Journal of Educational Psychology, 91, 251-260. Schunk, D. H., & Meece, J. L. (2005). Self-efficacy development in adolescences. In F. Pajares & T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp.71-96). USA: University of Colorado School of Education. Shell, D. F., & Murphy, C. C. (1989). Self-efficacy, outcome expectancy mechanism in reading and writing achievement. Journal of Educational Psychology, 81(1), 91-100. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Stern, H. (1975). What can we learn from the good language learner? The Canadian Modern Language Review, 34, 304-318. Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press. Tran, T. V. (1988). Sex differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Sex Roles, 19, 747-758. Tyacke, M., & Mendelsohn, D. (1986). Students needs: Cognitive as well as communicative. TESL Canada Journal, 1, 177-198.
Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology 28, 524-551. Usuki, M. (2000). A new understanding of Japanese students views on classroom learning. Independence, 27, 2-6. Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-134. Vann, R., & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177-198. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. Wei, D. D. (2004). Rethinking the English pedagogy at Hope College in Taiwan. Paper presented at the AARE, Melbourne, Australia. Weinstein, C. E., & Meyer, D. K. (1994). Learning strategies: Teaching and testing for. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (pp. 3335-3340). Oxford: Pergamon Press Whitley, B. E. J. (1997). Gender differences in computer-related attitudes and behavior: A meta-analysis. Computers in Human Behavior, 13(1), 1-22. Winstead, L. (2004). Increasing academic motivation and cognition in reading, writing, and mathematics: Meaning-making strategies. Educational Research Quarterly 28(2), 30-49. Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
Wong, M. S. (2005). Language learning strategies and language self-efficacy: Investigating the Relationship in Malaysia. Regional Language Centre Journal, 36(3), 245-269. Yamamori, K. (2004). Durability of the will to learn English: A one year study of Japanese seventh graders. Japanese Journal of Educational Psychology, 52, 71-82. Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education & Psychology, 27(2), 377-398. Yang, N. D. (1999). The relationship between EFL learners'' beliefs and learning strategy use. System, 27, 515-535. Yilmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia Social and Behavioral Sciences, 2, 682-687. Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17, 165-187. Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students'' knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. Zhang, Z. (1992). English reading strategies. Beijing: Transportation Press. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course achievement. American Educational Research Journal, 31, 845-862. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal, 20, 663-676. Zimmerman, B. J., & Kitsantas, A. (1996). Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring. Journal of Applied Sport Psychology, 8, 60-75. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29-36. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
|