Araştırma Makalesi
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Yıl 2022, Cilt: 7 Sayı: 1, 64 - 75, 13.01.2022

Meral Şeker Banu Inan Karagül

https://doi.org/10.53850/joltida.989005
Cited By: 1

Öz

Kaynakça

  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51. http://www.doi.org/10.33902/JPSP.%202020261309.
  • Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8.
  • Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online education. International Higher Education, 102, 12-14.
  • Andrade, M. S.,& Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. UK: Routledge.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi/10.1016/j.jsp.2006.04.002.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-d559. https://doi/10.46743/2160-3715/2008.1573.
  • Beishuizen, J.,& Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, K., & J. Underwood (Eds.), Self-Regulated Learning in Technology Enhanced Learning Environments: A European Perspective (pp. 3–19). The Netherlands: Sense Publishers.
  • Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4.
  • Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020, September). Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. In Healthcare (Vol. 8, No. 3, p. 200). Multidisciplinary Digital Publishing Institute.
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ...& Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7.
  • Csizér, K., &Tankó, G. (2017). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, 38(3), 386-404. https://doi.org/10.1093/applin/amv033.
  • Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. https://doi.org/10.1080/02607476.2020.1799708.
  • Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review Prepared by the National Centre for Student Equity in Higher Education. Australia: Curtin University.
  • Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., ...& Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211. https: //doi.org/10.1016/j.ijinfomgt.2020.102211.
  • Finn, J.D. & Zimmer, K.S. (2012). Student engagement: What is it? Why does it matter? In S.L. Christenson, A.L. Reschly& C. Wylie (Eds.), Handbook of research on student engagement (97-131) Springer Science + Business Media. https://psycnet.apa.org/doi/10.1007/978-1-4614-2018-7_5.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102%2F00346543074001059.
  • Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA.
  • Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast.
  • Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature, 1991-2000. Journal of College Student Development, 44, 746-762. https://doi.org/10.1353/csd.2003.0066.
  • Gunning, P., & Oxford, R. L. (2014). Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System, 43, 82-100. https://doi.org/10.1016/j.system.2013.12.012.
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. https://doi.org/10.1016/j.jslw.2018.03.001.
  • Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 144–157). New York: The Guilford Press.
  • Hu, S., & Kuh, G. D. (2003). A learning productivity model for estimating student gains during college. Journal of College Student Development, 44, 185-203. https://doi.org/10.1353/csd.2003.0016.
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262– 273. https://doi.org/10.1111/J.1746-1561.2004.TB08283.X.
  • Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5–21. https://doi.org/10.1002/ir.283.
  • Lam, S., Wong, B., Yang, H. & Liu, M. (2012). Understanding student engagement with a conceptual model. In S. Christenson, A. Reschly, and C. Wylie (Eds), Handbook of research on student engagement (pp.403–420). Switzerland: Springer.
  • Lloyd, K. S. (2014). Student engagement: Re-examining behavioral disaffection within the self-system model of motivational development. [Unpublished doctoral dissertation]. University of Alabama.
  • Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113. http://dx.doi.org/10.1016/j.system.2013.12.010.
  • MacArthur, C. A. (2014). Strategy instruction in writing in academic disciplines. In Writing as a Learning Activity (pp. 149-168). The Netherlands: Brill. https://doi.org/10.1163/9789004265011_008.
  • Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah: Lawrence Erlbaum Associates.
  • Mason, J. (2002). Linking qualitative and quantitative data analysis. In Bryman, A., & Burgess, B. (Eds.) Analyzing qualitative data (pp. 103-124). New York: Routledge.
  • Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125-140. https://doi.org/10.1080/10510974.2012.727943.
  • McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68. http://doi.10.17239/jowr-2011.03.01.3.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012.
  • Pike, G. R., &Kuh, G. D. (2005). First and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76, 276–300. http://doi.org/10.1353/jhe.2005.0021.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. https://doi.org/10.1007/s10648-004-0006-x.
  • Pintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33.
  • Popa, D., Repanovici, A., Lupu, D., Norel, M., &Coman, C. (2020). Using mixed methods to understand teaching and learning in COVID-19 times. Sustainability, 12(20), 8726. http://dx.doi.org/10.3390/su12208726.
  • Rumberger, R.W. & Rotermund, S. (2012). The relationship between engagement and high school dropout. In Christenson, S.L., Reschly, A.L., & Wylie, C. (Eds.), Handbook of Research on Student Engagement. Switzerland: Springer.
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1177%2F0022022102033005003.
  • Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177%2F1362168815578550.
  • Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947.
  • Trowler, V. &Trowler, P. (2010). Student engagement evidence summary. Higher Education Academy.
  • Truta, C., Parv, L., & Topala, I. (2018). Academic engagement and intention to drop out: Levers for sustainability in higher education. Sustainability, 10(12), 4637. https://doi.org/10.3390/su10124637.
  • Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80-96. https://doi.org/10.1016/j.asw.2013.11.008.
  • Wilson, J., Olinghouse, N. G., McCoach, D. B., Santangelo, T., &Andrada, G. N. (2016). Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment. Assessing Writing, 27, 11-23. https://doi.org/10.1016/j.asw.2015.06.003.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich& M. Zeidner (Eds), Handbook of self-regulation (pp. 451-502). Academic Press.

Assisting Higher Education Learners Online to Acquire Self-Regulated Writing Strategies during COVID-19

Yıl 2022, Cilt: 7 Sayı: 1, 64 - 75, 13.01.2022

Meral Şeker Banu Inan Karagül

https://doi.org/10.53850/joltida.989005
Cited By: 1

Öz

Background: The abrupt transition to virtual language learning environments due to the Covid-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with sufficient support and guidance. As educators and researchers report, the adversities in today’s online learning environments need to be challenged.
Purposes: The study is meant to contribute to language learning and teaching practices by sharing the results of the implementation of a self-supporting tool, namely, Self-Monitoring Chart for Effective Writing Strategies. The chart has been developed by the researchers for an online academic English writing course at higher education level to assist learners their writing improvement and to become self-regulated learners while maintaining their engagement in their writing tasks.
Methodology/Approach: The study was designed as a qualitative case study and the opinions of the participants on their experiences of using the chart were elicited using semi-structured interviews. The participants were students at English Language Teaching departments of two state universities (N=48). The qualitative data gathered was analyzed using systematic content analysis.
Findings and Discussion: The results indicate that the learners greatly benefited from using the SMC. In particular, they reported to have become aware of SRL writing strategies, to have learned how to implement them, to be more engaged and more motivated in writing tasks. The implications are meant to contribute to online language learning and teaching contexts.

Anahtar Kelimeler

online language learning language skill development self-regulated writing strategies self-monitoring writing engagement

Kaynakça

  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51. http://www.doi.org/10.33902/JPSP.%202020261309.
  • Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8.
  • Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online education. International Higher Education, 102, 12-14.
  • Andrade, M. S.,& Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. UK: Routledge.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi/10.1016/j.jsp.2006.04.002.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-d559. https://doi/10.46743/2160-3715/2008.1573.
  • Beishuizen, J.,& Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, K., & J. Underwood (Eds.), Self-Regulated Learning in Technology Enhanced Learning Environments: A European Perspective (pp. 3–19). The Netherlands: Sense Publishers.
  • Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4.
  • Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020, September). Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. In Healthcare (Vol. 8, No. 3, p. 200). Multidisciplinary Digital Publishing Institute.
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ...& Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7.
  • Csizér, K., &Tankó, G. (2017). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, 38(3), 386-404. https://doi.org/10.1093/applin/amv033.
  • Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. https://doi.org/10.1080/02607476.2020.1799708.
  • Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review Prepared by the National Centre for Student Equity in Higher Education. Australia: Curtin University.
  • Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., ...& Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211. https: //doi.org/10.1016/j.ijinfomgt.2020.102211.
  • Finn, J.D. & Zimmer, K.S. (2012). Student engagement: What is it? Why does it matter? In S.L. Christenson, A.L. Reschly& C. Wylie (Eds.), Handbook of research on student engagement (97-131) Springer Science + Business Media. https://psycnet.apa.org/doi/10.1007/978-1-4614-2018-7_5.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102%2F00346543074001059.
  • Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA.
  • Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast.
  • Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature, 1991-2000. Journal of College Student Development, 44, 746-762. https://doi.org/10.1353/csd.2003.0066.
  • Gunning, P., & Oxford, R. L. (2014). Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System, 43, 82-100. https://doi.org/10.1016/j.system.2013.12.012.
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. https://doi.org/10.1016/j.jslw.2018.03.001.
  • Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 144–157). New York: The Guilford Press.
  • Hu, S., & Kuh, G. D. (2003). A learning productivity model for estimating student gains during college. Journal of College Student Development, 44, 185-203. https://doi.org/10.1353/csd.2003.0016.
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262– 273. https://doi.org/10.1111/J.1746-1561.2004.TB08283.X.
  • Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5–21. https://doi.org/10.1002/ir.283.
  • Lam, S., Wong, B., Yang, H. & Liu, M. (2012). Understanding student engagement with a conceptual model. In S. Christenson, A. Reschly, and C. Wylie (Eds), Handbook of research on student engagement (pp.403–420). Switzerland: Springer.
  • Lloyd, K. S. (2014). Student engagement: Re-examining behavioral disaffection within the self-system model of motivational development. [Unpublished doctoral dissertation]. University of Alabama.
  • Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113. http://dx.doi.org/10.1016/j.system.2013.12.010.
  • MacArthur, C. A. (2014). Strategy instruction in writing in academic disciplines. In Writing as a Learning Activity (pp. 149-168). The Netherlands: Brill. https://doi.org/10.1163/9789004265011_008.
  • Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah: Lawrence Erlbaum Associates.
  • Mason, J. (2002). Linking qualitative and quantitative data analysis. In Bryman, A., & Burgess, B. (Eds.) Analyzing qualitative data (pp. 103-124). New York: Routledge.
  • Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125-140. https://doi.org/10.1080/10510974.2012.727943.
  • McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68. http://doi.10.17239/jowr-2011.03.01.3.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012.
  • Pike, G. R., &Kuh, G. D. (2005). First and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76, 276–300. http://doi.org/10.1353/jhe.2005.0021.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. https://doi.org/10.1007/s10648-004-0006-x.
  • Pintrich, P., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33.
  • Popa, D., Repanovici, A., Lupu, D., Norel, M., &Coman, C. (2020). Using mixed methods to understand teaching and learning in COVID-19 times. Sustainability, 12(20), 8726. http://dx.doi.org/10.3390/su12208726.
  • Rumberger, R.W. & Rotermund, S. (2012). The relationship between engagement and high school dropout. In Christenson, S.L., Reschly, A.L., & Wylie, C. (Eds.), Handbook of Research on Student Engagement. Switzerland: Springer.
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1177%2F0022022102033005003.
  • Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177%2F1362168815578550.
  • Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947.
  • Trowler, V. &Trowler, P. (2010). Student engagement evidence summary. Higher Education Academy.
  • Truta, C., Parv, L., & Topala, I. (2018). Academic engagement and intention to drop out: Levers for sustainability in higher education. Sustainability, 10(12), 4637. https://doi.org/10.3390/su10124637.
  • Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80-96. https://doi.org/10.1016/j.asw.2013.11.008.
  • Wilson, J., Olinghouse, N. G., McCoach, D. B., Santangelo, T., &Andrada, G. N. (2016). Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment. Assessing Writing, 27, 11-23. https://doi.org/10.1016/j.asw.2015.06.003.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich& M. Zeidner (Eds), Handbook of self-regulation (pp. 451-502). Academic Press.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Meral Şeker 0000-0001-7150-4239

Banu Inan Karagül 0000-0001-8672-1383

Yayımlanma Tarihi 13 Ocak 2022
Gönderilme Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 1

Kaynak Göster

APA Şeker, M., & Inan Karagül, B. (2022). Assisting Higher Education Learners Online to Acquire Self-Regulated Writing Strategies during COVID-19. Journal of Learning and Teaching in Digital Age, 7(1), 64-75. https://doi.org/10.53850/joltida.989005

Cited By

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education
F1000Research
https://doi.org/10.12688/f1000research.143392.1
 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350