Self-regulated strategy development as a means to foster learner autonomy in a writing course
This paper aims to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in an English academic writing class at College of Foreign Languages-Vietnam National University where a generally low level of learner autonomy is perceived. It begins by defining...
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| Tác giả chính: | |
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| Định dạng: | Bài trích |
| Ngôn ngữ: | English |
| Thông tin xuất bản: |
Đại học Quốc gia Hà Nội
2014
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| Truy cập trực tuyến: | http://repository.vnu.edu.vn/handle/11126/6432 |
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| Tóm tắt: | This paper aims to propose a possible solution to a real-world curriculum problem of
how to foster learner autonomy in an English academic writing class at College of Foreign
Languages-Vietnam National University where a generally low level of learner autonomy is
perceived. It begins by defining relevant terms and representing the problem. Thence, the rationale
for the proposed solution and a plan for implementing it are discussed. The final section suggests a
plan for evaluating the effectiveness of the problem-solving task. |
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