The present study explores the process of becoming a primary level teacher of Irish, the official yet a minority language in Ireland. Since all primary level teachers must teach Irish, becoming a primary teacher in Ireland is bound up in complex ways with the process of becoming a teacher of a minority language and with personal attitudes to, and views on, the language itself. The current study analyses similarities and differences in views relating to teachers’ role in promoting the language, as well as issues in proficiency in the language, at the beginning and end of initial teacher education. Also examined is the extent to which above-average self-reported proficiency in Irish influences the experience of teaching Irish. Data is derived from responses to closed and supplementary open-ended questionnaire items administered to two different groups of pre-service teachers: at the beginning (n=75) and the end of initial teacher education (n=91), and is supplemented with data from interviews conducted with a subgroup of Group 2 (n=30). Data from this mixed methods study show that changes occur in the way teachers conceive of their future roles as teachers of Irish, and reveal the need for more support in aspects of their role such as nurturing positive attitudes to Irish amongst children and a desire for shared responsibility in promoting the language more generally.
{"title":"Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Language Proficiency and Promoting the Language","authors":"C. Dunne","doi":"10.37237/100103","DOIUrl":"https://doi.org/10.37237/100103","url":null,"abstract":"The present study explores the process of becoming a primary level teacher of Irish, the official yet a minority language in Ireland. Since all primary level teachers must teach Irish, becoming a primary teacher in Ireland is bound up in complex ways with the process of becoming a teacher of a minority language and with personal attitudes to, and views on, the language itself. The current study analyses similarities and differences in views relating to teachers’ role in promoting the language, as well as issues in proficiency in the language, at the beginning and end of initial teacher education. Also examined is the extent to which above-average self-reported proficiency in Irish influences the experience of teaching Irish. Data is derived from responses to closed and supplementary open-ended questionnaire items administered to two different groups of pre-service teachers: at the beginning (n=75) and the end of initial teacher education (n=91), and is supplemented with data from interviews conducted with a subgroup of Group 2 (n=30). Data from this mixed methods study show that changes occur in the way teachers conceive of their future roles as teachers of Irish, and reveal the need for more support in aspects of their role such as nurturing positive attitudes to Irish amongst children and a desire for shared responsibility in promoting the language more generally.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.
{"title":"Motivational Dynamics in Language Advising Sessions: A Case Study","authors":"Eduardo Castro","doi":"10.37237/100102","DOIUrl":"https://doi.org/10.37237/100102","url":null,"abstract":"Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41820634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on Ushioda’s (2009) L2 motivation theory “a person-in-context relational view (PCRV)”, this study provides relevant ELT methodology utilizing a semester-long core English course for Japanese college EFL learners (N = 63), involving the underpinnings of spirituality (e.g., Baker, 2003). The language instruction aimed at the organic integration of identity, inner spirituality, and relevant L2 practice and self-expressive L2 use, all related to successful self-development of the EFL learners. The objectives were three-fold: to examine (1) the effects of the employed teaching methodology, (2) the emergence of relevant L2 learning methods, and (3) the enhancement of self- and identity-focused L2 use capabilities. These points were analyzed respectively with focus on the aspects of: (a) PCRV, (b) spirituality, and (c) target language acquisition (TLA) for an authentic self-expressiveness. Four self-focused stages and spirituality-laden tasks were administered, and relevant questionnaires were prepared. The research findings of t-tests for pre- and post- collected data (Weeks 1 and 15) yielded significant results for (1), (2), and (3) with respect to the three aspects. The participants’ open-ended statements (Week 15) reported perceptible self-growth and relevant L2 practice, including positive self-image as a person, followed by the role of English and new impressions of the English language.
{"title":"A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth","authors":"M. Kanaoka","doi":"10.37237/100105","DOIUrl":"https://doi.org/10.37237/100105","url":null,"abstract":"Drawing on Ushioda’s (2009) L2 motivation theory “a person-in-context relational view (PCRV)”, this study provides relevant ELT methodology utilizing a semester-long core English course for Japanese college EFL learners (N = 63), involving the underpinnings of spirituality (e.g., Baker, 2003). The language instruction aimed at the organic integration of identity, inner spirituality, and relevant L2 practice and self-expressive L2 use, all related to successful self-development of the EFL learners. The objectives were three-fold: to examine (1) the effects of the employed teaching methodology, (2) the emergence of relevant L2 learning methods, and (3) the enhancement of self- and identity-focused L2 use capabilities. These points were analyzed respectively with focus on the aspects of: (a) PCRV, (b) spirituality, and (c) target language acquisition (TLA) for an authentic self-expressiveness. Four self-focused stages and spirituality-laden tasks were administered, and relevant questionnaires were prepared. The research findings of t-tests for pre- and post- collected data (Weeks 1 and 15) yielded significant results for (1), (2), and (3) with respect to the three aspects. The participants’ open-ended statements (Week 15) reported perceptible self-growth and relevant L2 practice, including positive self-image as a person, followed by the role of English and new impressions of the English language.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49641617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on the third Psychology of Language Learning (PLL3) conference which was held at Waseda University in Tokyo June 7-10, 2018. This edition of the biennial event marked the launch of the International Association for the Psychology of Language Learning (IAPLL) as the host following its formation in 2016. The stated aims of IAPLL are to foster research, hold conferences, issue publications, cooperate with related organizations and carry on other activities for those interested in the study of the psychology of language learning throughout the world. In addition to invited plenary speakers, the call for papers sourced symposia, poster presentations, and papers under the theme “Stretching Boundaries.” Two work-in-progress sessions were held as well as an early-career researcher showcase. This paper looks broadly at the conference contents, its specific events, and the overall experience for the attendees.
{"title":"Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018)","authors":"G. Rouault, Colin Skeates","doi":"10.37237/100109","DOIUrl":"https://doi.org/10.37237/100109","url":null,"abstract":"This article reports on the third Psychology of Language Learning (PLL3) conference which was held at Waseda University in Tokyo June 7-10, 2018. This edition of the biennial event marked the launch of the International Association for the Psychology of Language Learning (IAPLL) as the host following its formation in 2016. The stated aims of IAPLL are to foster research, hold conferences, issue publications, cooperate with related organizations and carry on other activities for those interested in the study of the psychology of language learning throughout the world. In addition to invited plenary speakers, the call for papers sourced symposia, poster presentations, and papers under the theme “Stretching Boundaries.” Two work-in-progress sessions were held as well as an early-career researcher showcase. This paper looks broadly at the conference contents, its specific events, and the overall experience for the attendees.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49313942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The third age in the life of many people in developed countries is considered to be a culmination; time for personal achievement and fulfilment after retirement. While much discussion is focused on the challenges of an ageing society, there are also opportunities. Popularity of language courses among third-agers, who do not seek further career advancement nor wish to live abroad, indicates that there are other aspects of learning a foreign language than attaining linguistic proficiency. This qualitative study will investigate third-agers’ perceptions, behaviours and emotions experienced when learning a foreign language, and how such experience contributes to their well-being. Through the lens of positive psychology, especially by exploring the concept of savouring, this study will aim to gain insights into how third-agers conceptualize their learning experience, what their savouring capacities are, and what impact these have on their overall well-being. First, an in-depth interview was conducted with a senior lifelong language learner. In the study that will follow, more data will be collected in a snowball fashion through personal connections.
{"title":"Exploring Third-Age Foreign Language Learning from the Well-being Perspective: Work in Progress","authors":"D. Matsumoto","doi":"10.37237/100107","DOIUrl":"https://doi.org/10.37237/100107","url":null,"abstract":"The third age in the life of many people in developed countries is considered to be a culmination; time for personal achievement and fulfilment after retirement. While much discussion is focused on the challenges of an ageing society, there are also opportunities. Popularity of language courses among third-agers, who do not seek further career advancement nor wish to live abroad, indicates that there are other aspects of learning a foreign language than attaining linguistic proficiency. This qualitative study will investigate third-agers’ perceptions, behaviours and emotions experienced when learning a foreign language, and how such experience contributes to their well-being. Through the lens of positive psychology, especially by exploring the concept of savouring, this study will aim to gain insights into how third-agers conceptualize their learning experience, what their savouring capacities are, and what impact these have on their overall well-being. First, an in-depth interview was conducted with a senior lifelong language learner. In the study that will follow, more data will be collected in a snowball fashion through personal connections.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through advising in language learning, this study describes two Japanese secondary school students’ (Ai and Yu: both pseudonyms) longitudinal trajectories of socioculturally mediated emotions in four dimensions. To investigate types of emotions, the research integrates multiple qualitative methods and Plutchik’s wheel of emotions, thus acknowledging both contextually complex and longitudinally dynamic aspects of emotions. Throughout a year of 19 advisory sessions, the amount of time spent was 1,263 minutes (Ai’s 12 sessions = 891 minutes; Yu’s 7 sessions = 372 minutes), and the number of emotional incidences identified was 358 (201 for Ai; 157 for Yu). Among multiple findings, the most notable was that both participants experienced convergence of emotions: the one process from diversified to less diversified emotions was caused by longitudinal dynamics of emotions in Ai’s case and by contextual complexity of emotions in Yu’s case. The study concludes by suggesting a tentative four-dimensional model of emotions to capture trajectories of advisees’ emotions from multiple perspectives. This model can help advisors to understand advisees’ emotionality and, therefore, to implement emotional support appropriately and continuously.
{"title":"Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions","authors":"Ryo Moriya","doi":"10.37237/100106","DOIUrl":"https://doi.org/10.37237/100106","url":null,"abstract":"Through advising in language learning, this study describes two Japanese secondary school students’ (Ai and Yu: both pseudonyms) longitudinal trajectories of socioculturally mediated emotions in four dimensions. To investigate types of emotions, the research integrates multiple qualitative methods and Plutchik’s wheel of emotions, thus acknowledging both contextually complex and longitudinally dynamic aspects of emotions. Throughout a year of 19 advisory sessions, the amount of time spent was 1,263 minutes (Ai’s 12 sessions = 891 minutes; Yu’s 7 sessions = 372 minutes), and the number of emotional incidences identified was 358 (201 for Ai; 157 for Yu). Among multiple findings, the most notable was that both participants experienced convergence of emotions: the one process from diversified to less diversified emotions was caused by longitudinal dynamics of emotions in Ai’s case and by contextual complexity of emotions in Yu’s case. The study concludes by suggesting a tentative four-dimensional model of emotions to capture trajectories of advisees’ emotions from multiple perspectives. This model can help advisors to understand advisees’ emotionality and, therefore, to implement emotional support appropriately and continuously.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to the first issue of 2019 which is a special issue containing papers from the third Psychology of Language Learning Conference (PLL3) which took place at Waseda University in Tokyo from June 7-10 2018. We both had the pleasure of attending the whole conference and enjoying five excellent plenary sessions and dozens of high-quality and stimulating presentations over the four days. Summaries of more presentations were included in the 36 chapters of the Conference Collection edited Mynard and Brady (2018), but this special issue of SiSAL Journal features selected papers that were relevant to the scope of this journal. Greg Rouault (Tezukayama Gakuin University, Japan) and Colin Skeates (Keio University, Japan) provide a review of the conference which is included in the reviews section of this issue.
{"title":"Introduction to the Special Issue: Papers from the Third Psychology of Language Learning Conference","authors":"D. Mcloughlin, J. Mynard","doi":"10.37237/100101","DOIUrl":"https://doi.org/10.37237/100101","url":null,"abstract":"Welcome to the first issue of 2019 which is a special issue containing papers from the third Psychology of Language Learning Conference (PLL3) which took place at Waseda University in Tokyo from June 7-10 2018. We both had the pleasure of attending the whole conference and enjoying five excellent plenary sessions and dozens of high-quality and stimulating presentations over the four days. Summaries of more presentations were included in the 36 chapters of the Conference Collection edited Mynard and Brady (2018), but this special issue of SiSAL Journal features selected papers that were relevant to the scope of this journal. Greg Rouault (Tezukayama Gakuin University, Japan) and Colin Skeates (Keio University, Japan) provide a review of the conference which is included in the reviews section of this issue.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70054909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
‘Learners about Learning’ student conference was held on 7th September, 2018 at the Independent Learning Association Conference 2018 (ILA 2018), at Konan Women`s University, Kobe. Twenty-two high school and university students gave poster presentations related to their foreign language learning strategies, motivation and experiences. The event was divided into several sections starting from lunch, then ice-breaking activities, three rounds of presentations and discussion, and a final report to the main conference. Smiling faces and lively discussions proved the success of the event.
{"title":"‘Learners About Learning’ Student Conference Review","authors":"A. Patko, Ann Flanagan, K. Thornton","doi":"10.37237/090404","DOIUrl":"https://doi.org/10.37237/090404","url":null,"abstract":"‘Learners about Learning’ student conference was held on 7th September, 2018 at the Independent Learning Association Conference 2018 (ILA 2018), at Konan Women`s University, Kobe. Twenty-two high school and university students gave poster presentations related to their foreign language learning strategies, motivation and experiences. The event was divided into several sections starting from lunch, then ice-breaking activities, three rounds of presentations and discussion, and a final report to the main conference. Smiling faces and lively discussions proved the success of the event.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to the December 2018 issue (Volume 9, Issue 4). We are grateful to all of the authors who submitted contributions to this issue; many will be published in the coming months. Also, we would like to take this opportunity to thank the reviewers who have given helpful feedback on submissions this year: Phil Benson, Alice Chik, Neil Curry, Anthony DiGiulio, Robert Dykes, Andy Gao, Yuri Imamura, Satoko Kato, Paul Lyddon, Diego Mideros, Garold Murray, Jo Mynard, Yoshio Nakai, Erin Okamoto, Christine O’Leary, Wareesiri Singhasiri, Raswan Sockol, Vance Stevens, Clair Taylor, Katherine Thornton, Fukuyo Tomita, Andrew Tweed, Stacey Vye, Satoko Watkins, Atsumi Yamaguchi, Kie Yamamoto Hisako, Yamashita, and Toshinori Yasuda.
{"title":"Introduction","authors":"J. Mynard, Diego Mideros","doi":"10.37237/090401","DOIUrl":"https://doi.org/10.37237/090401","url":null,"abstract":"Welcome to the December 2018 issue (Volume 9, Issue 4). We are grateful to all of the authors who submitted contributions to this issue; many will be published in the coming months. Also, we would like to take this opportunity to thank the reviewers who have given helpful feedback on submissions this year: Phil Benson, Alice Chik, Neil Curry, Anthony DiGiulio, Robert Dykes, Andy Gao, Yuri Imamura, Satoko Kato, Paul Lyddon, Diego Mideros, Garold Murray, Jo Mynard, Yoshio Nakai, Erin Okamoto, Christine O’Leary, Wareesiri Singhasiri, Raswan Sockol, Vance Stevens, Clair Taylor, Katherine Thornton, Fukuyo Tomita, Andrew Tweed, Stacey Vye, Satoko Watkins, Atsumi Yamaguchi, Kie Yamamoto Hisako, Yamashita, and Toshinori Yasuda.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44038263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners
{"title":"A Comparative Analysis of Writing Strategies and Performance in a Saudi University","authors":"Miriam Alkubaidi","doi":"10.37237/090403","DOIUrl":"https://doi.org/10.37237/090403","url":null,"abstract":"There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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