Academic Journal
Self-regulated learning strategies in L1 and L2 reading
| العنوان: | Self-regulated learning strategies in L1 and L2 reading |
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| المؤلفون: | Reyes, Marta, Morales, M. Julia, Bajo, M. Teresa |
| المصدر: | Bilingualism: Language and Cognition ; page 1-18 ; ISSN 1366-7289 1469-1841 |
| بيانات النشر: | Cambridge University Press (CUP) |
| سنة النشر: | 2024 |
| الوصف: | English as a second language (L2) has become the medium of instruction in numerous contexts even though many people may have difficulties to read and study in L2. According to the self-regulated framework, metacognitive strategies are essential to achieve successful learning, but they are resource-consuming and their use might be compromised in demanding contexts such as learning in L2. In Experiment 1, nonbalanced bilinguals read high- and low-cohesion texts in L1 and L2 and self-rated their learning using a judgment of learning (JOL). Then, they answered open-ended questions and responded a customized questionnaire regarding their strategies. In Experiment 2, we introduced two bilingual groups varying in L2 proficiency. Overall, participants could adjust their JOLs and detect the difficulty of the texts correctly in L1 and L2. However, results evidenced some nuances in learning strategies related to L2 proficiency. We discuss these findings within the context of the self-regulated learning. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1017/s1366728924000683 |
| الاتاحة: | https://doi.org/10.1017/s1366728924000683 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1366728924000683 |
| Rights: | http://creativecommons.org/licenses/by/4.0 |
| رقم الانضمام: | edsbas.B4F3DBBD |
| قاعدة البيانات: | BASE |
| DOI: | 10.1017/s1366728924000683 |
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