Aperçu des sections

  • Généralités

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  • General Course Information

  • 1. CHARACTERISTICS OF GOOD LANGUAGE LEARNER


  • 2. STYLES OF LEARNERS


  • 3. Types of Personality

  • 4. Study Habits

  • 5. Time Managment

  • 6. Goal Setting

    • resource icon
      Fichier
      Goal Setting Fichier


    • quiz icon
      Test
      Activity Test

      1.Complete the following list with tips that have worked for you in designing goals and committing to them.

       1. Discussing goals with a critical friend may help in the process of designing realistic goals.

      2.  Writing goals down and keeping them visible can be a reminder of the important things that should be done to reach them.

      3.  ………………………………………………………………………………………………………..

      4.  ………………………………………………………………………………………………………..



    • quiz icon
      Test
      Activity 2 Test

      Do the following objectives follow the SMART system? What is the problem with the ones that do not? How can you improve them?

      Goal

      Your Comment

      Improved goal

      I will do well in all my classes this semester.

       

       

      I will revise my lessons 30 mins every day to get an average of 14/20 in my first semester exams.

       

       

      I will get a good job when I graduate.

       

       

      I will finish writing my written expression assignment sometime soon. 

       

       





  • 7. Using Dictionnary

  • 8. Using Library

  • Bibliography

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      Ø  Awana, Rachana. Examination in open classrooms. YRUS. Agricultural engeneering IBL Skill trainer. @teachPro.com

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      Ø  Behabadi, F., & Behfrouz, B. (2013). Learning styles and characteristics of good language learners in the Iranian context. International Journal on New Trends In Education and their Implications. 4(2), 41-49.

      Ø  Boulay, D. (2009). Study for Dummies. Chichester, West Sussex (England): John Wiley & Sons, Ltd

      Ø  Brown, D. (2002). Strategies for Success: A practical Guide to Learning English. New York: Longman

      Ø  Cale Learning Enhancement. Gaol Setting. Available at: https://inside.ewu.edu/calelearning/psychological-skills/goal-setting/

      Ø  Cambridge Assessment International Education. (2019. Getting Started with Metacognition. Available at: https://cambridge-community.org.uk/professional-development/gswmeta/index.html

      Ø  Chamot, A. U. (2005) Language learning strategy instruction: current issues and research .Annual Review of Applied Linguistics, 25 (2005), 112-130.

      Ø  Cochran, W. & Tesser, A. (1996), “The ‘What the Hell’ Effect: Some Effects of Goal Proximity and Goal Framing on Performance,” in L. Martin & A. Tesser (Eds.),  Striving and Feeling: Interactions among Goals, Affect, and Self-Regulation , (pp. 99–120). Mahwah, NJ: Erlbaum

      Ø  Cohen. A. D. (2003). The learner’s side of foreign language learning: where do styles, strategies, and tasks meet? IRAL, 41 (4). 279-291.

      Ø  Corporate Finance Institute. (2023). Time Management. Available at: https://corporatefinanceinstitute.com/resources/management/time-management-list-tips/

      Ø  Cottrell, S. (2008). The Study Skills Handbook (3rd ed). New York: Palgrave Macmillan Ltd.

      Ø  Drew, C. (2023). 13 Examples of Metacognitive Strategies. Available at: https://helpfulprofessor.com/metacognitive-strategies/

      Ø  Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92 (6), 1087–1101. https://doi:10.1037/0022-3514.92.6.1087.

      Ø  Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92 (6), 1087–1101. https://doi:10.1037/0022-3514.92.6.1087.

      Ø  Ebele U, F. & Olofu, P. A. (2017). Study Habit and Its Impact on Secondary School Students’ Academic Performance in Biology In The Federal Capital Territory, Abuja. Academic Journals. Vol. 12, N (10). 583-588.

      Ø  Ellis, D. (2003). Becoming a Master Students (10th ed). Boston: Houghton Mifflin Co.

      Ø  Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906.

      Ø  Grabe, W. & Stoller, F.  (2019). Teaching and Researching Reading. New York: Routledge

      Ø  Gürcü K.,E. & Demiral, H. (2009).the library use habits of student teachers . Procedia Social and Behavioral Sciences. N 1. 2233–2240

      Ø  Hardan, A. (2013). Language learning strategies: a general overview. Social and Behavioral Sciences, 106(2013), 1712 – 1726

      Ø  Harmer, J. (2001). The Practice of English Language Teaching (3rd ed). Pearson Educational Lilted

      Ø  Harpe, T. & Row, A. (2009). Effective Study Habits. Retrieved
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      Ø  How to Study. Setting Goal. Available at: https://www.how-to-study.com/study-skills-articles/setting-goals.asp

      Ø  John, M. (2010). Students Study Habits and Styles. Retrieved
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      Ø  Katelyn F (2013). College Study Habits News. Retrieved
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      Ø  Kumar, S. (2015). Study Habits of Undergraduate Students. International Journal of Education and Information Studies. 5(1).

      Ø  Likitrattanaporn, W. (2018). A Study of Language Learning Strategies for Practical Use through the Process of Cooperative Learning.  International Journal of Educational Technology and Learning, 3(1), 35-44

      Ø  Longman, D. G., & Atkinson, R. H. (1999). Reading enhancement and development (6th ed.). Minneapolis/St. Paul: Wadsworth Publishing Company

      Ø  Lorver, T, R. (2015). Introduction to the use of library for schools, colleges, polytechnics and universities. Retrieved from https://www.researchgate.net/publication/342303750_INTRODUCTION_TO_THE_USE_OF_LIBRARY_FOR_SCHOOLS_COLLEGES_POLY

      Ø  Lovric, K. & Howarth, D. Goals and Priorities. Available at: https://usq.pressbooks.pub/academicsuccess/chapter/goals-and-priorities/

      Ø  Maitland, L. E. (2000). Ideas in Practice: Self-Regulation and Metacognition in the Reading Lab. Journal of Developmental Education, 24(2), 26-36.

      Ø  Marulis, L. M., & Nelson, L. J. (2021). Metacognitive Processes and Associations to Executive Function and Motivation During a Problem-Solving Task in 3–5-Year-Olds. Metacognition and Learning, 16(1), 207-231.

      Ø  McMillan, K. &Weyers, J. (2013). The Study Skills Book.  London: Pearson

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      Ø  Ministry of Higher Education and Scientific Research (MESRS):https://www.mesrs.dz/

      Ø  Ministry of National Education: http://www.education.gov.dz/fr/systeme-educatif-algerien/

      Ø  Nikki, K. (2013). Common Bad Study Habits. Retrieved from www.newa4j
      ax.com

      Ø  Nordquist, R. (2019). How to take Better Notes during lectures, Discussions, and Interviews. Available at: https://www.thoughtco.com/note-taking-research-1691352

      Ø  Norman, E., & Furnes, B. (2016). The Concept of “Meta Emotion”: What Is There to Learn from Research on Metacognition?. Emotion Review, 8(2), 187-193.

      Ø  Nunan, D. (2000), Language Teaching Methodology. Harlow, Pearson Education Ltd.

      Ø  O’Malley, J. M., & Chamot , A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press, Cambridge.

      Ø  Orr. F. (1992). Study Skills for Successful Students. Australia: Allen & Unwin

      Ø  Oxford, R. L. (1990). Language learning strategies: what every Teacher should know. University of Alabama, Boston: Heinle & Heinle Publications.

      Ø  Oxford. R. L. (2003).Language Learning Styles and Strategies: Concepts and Relationships.  IRAL, 41 (4) (2003), 271-278.

      Ø  Pauk, W. (2005). How to Study in College. Boston: Houghton Miffin Co.

      Ø  Said, L . Exam Preparation Strategies and Concerns of University Students: Gender and Open Access Vs Regulated System Effects. University Hassan II : Casablanca. Morocco

      Ø  Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26, 113-125. doi:10.1023/A:1003044231033

      Ø  Smale, B.  & Fowlie, J. (2015). How to Succeed at University: An Essential Guide to Academic Skills, Personal Development & Employability. University of Brighton,UK: SAGE Publications Ltd.

      Ø  Stoltz, P. G. (2015). Leadership Grit. Leader to Leader, 78, 49–55. https://doi-org.ezproxy.usq.edu.au/10.1002/ltl.20205

      Ø  Sword, R. (2021). Metacognition in the Classroom: Benefits and Strategies. Available at: https://www.highspeedtraining.co.uk/hub/metacognition-in-the-classroom/


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