We outline a new model for teacher learning, critical self-regulation (CSR). CSR is an aspiration... more We outline a new model for teacher learning, critical self-regulation (CSR). CSR is an aspirational model for the reflective processes that can underpin continuing professional development of university teachers. We propose a four-phase model of CSR that draws on the student learning literatures of metacognition and self-regulated learning (SRL), and critical reflection from adult education. To Zimmerman’s three-phase model of SRL, we add a prior stage that includes teachers’ reflection on the basic premises of their instruction and consideration of higher-order instructional goals. At the appraisal end of the process, the evaluation phase of SRL is extended to incorporate critical (or premise) reflection. We argue that critical reflection provides a qualitatively different and a deeper reflection than the reflection referred to in existing metacognition and SRL models. Following the presentation of the model of CSR, situations and tools for developing CSR are considered. We focus on learning that arises because of the perceived need by the teacher to address some learning or teaching dilemma.
... Japanese, with 'definite career/to work in an area of employment where Japanese language... more ... Japanese, with 'definite career/to work in an area of employment where Japanese language is used' as the most select-ed reason followed by 'travel' and 'I want to become a better educated person'. All of these are instrumental motivations. Then, an intrinsic motivation, 'lik-ing ...
Many computer-assisted language learning (CALL) studies have found that teacher direction can hel... more Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL activities need to be offered to language teachers to help them use the computer in various teaching contexts. This article explores how teachers provide support to help students use CALL programs efficiently to improve their listening and speaking skills when learning English in pre-sessional courses in the higher education context. This discussion examines the perspective of both teachers and students through questionnaires, interviews and observations in the computer labs of two universities in the UK. The findings suggest several potential ways that teacher assistance may help students use computers more effectively for their language practice.
Although competitive games have multi-fold benefits to students' learning, such as mo... more Although competitive games have multi-fold benefits to students' learning, such as motivation, satisfaction, and effectiveness, inappropriate competitive learning activities may have some negative impacts on students. From the literature, the authors have identified three main strategies which may reduce the negative impacts in competition game. However, because these strategies target only at the design of competition, the learning effects is
We outline a new model for teacher learning, critical self-regulation (CSR). CSR is an aspiration... more We outline a new model for teacher learning, critical self-regulation (CSR). CSR is an aspirational model for the reflective processes that can underpin continuing professional development of university teachers. We propose a four-phase model of CSR that draws on the student learning literatures of metacognition and self-regulated learning (SRL), and critical reflection from adult education. To Zimmerman’s three-phase model of SRL, we add a prior stage that includes teachers’ reflection on the basic premises of their instruction and consideration of higher-order instructional goals. At the appraisal end of the process, the evaluation phase of SRL is extended to incorporate critical (or premise) reflection. We argue that critical reflection provides a qualitatively different and a deeper reflection than the reflection referred to in existing metacognition and SRL models. Following the presentation of the model of CSR, situations and tools for developing CSR are considered. We focus on learning that arises because of the perceived need by the teacher to address some learning or teaching dilemma.
... Japanese, with 'definite career/to work in an area of employment where Japanese language... more ... Japanese, with 'definite career/to work in an area of employment where Japanese language is used' as the most select-ed reason followed by 'travel' and 'I want to become a better educated person'. All of these are instrumental motivations. Then, an intrinsic motivation, 'lik-ing ...
Many computer-assisted language learning (CALL) studies have found that teacher direction can hel... more Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL activities need to be offered to language teachers to help them use the computer in various teaching contexts. This article explores how teachers provide support to help students use CALL programs efficiently to improve their listening and speaking skills when learning English in pre-sessional courses in the higher education context. This discussion examines the perspective of both teachers and students through questionnaires, interviews and observations in the computer labs of two universities in the UK. The findings suggest several potential ways that teacher assistance may help students use computers more effectively for their language practice.
Although competitive games have multi-fold benefits to students' learning, such as mo... more Although competitive games have multi-fold benefits to students' learning, such as motivation, satisfaction, and effectiveness, inappropriate competitive learning activities may have some negative impacts on students. From the literature, the authors have identified three main strategies which may reduce the negative impacts in competition game. However, because these strategies target only at the design of competition, the learning effects is
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