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dc.contributor.advisorMargolis, Douglas
dc.contributor.authorSoberg, Patrick
dc.date.accessioned2018-10-15T18:21:08Z
dc.date.available2018-10-15T18:21:08Z
dc.date.issued2018-10-15T18:21:08Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/78796
dc.descriptionThesis, M.A. TESOL, UWRF, 2018.en
dc.description.abstractThis paper illustrates how reflective learning can enhance English language learners’ (ELLs) learning experiences by forming deeper personal connections to what they learn and how they learn. In particular, reflective learning’s influence on three variables is examined: motivation, metacognition, and autonomy. Different theoretical perspectives on reflection and learning are also examined in order to establish a reflective learning framework for teachers and students. Furthermore, the paper discusses how student reflections can be assessed using a scale or coding scheme with clearly defined levels of reflection. The paper also explores how to incorporate reflective learning in a language classroom using journals, discusses language learning strategies (LLS) as a topic of reflection, and highlights some of the challenges with a reflective learning program. Finally, this paper provides supporting techniques to enhance reflective learning and presents a lesson unit to illustrate reflective learning in action in a language teaching context.en
dc.language.isoen_USen
dc.titleReflective Learning: Fostering Motivation, Metacognition, and Autonomy and Raising Language Learning Strategy Awarenessen
dc.typeThesisen


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