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IMEJ Guest Editor of the Month
N. Johnson
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In recent decades, the topic of "self-regulation processes" has been one of the
most researched areas in the field of psychology, seeing substantial growth since
the 1990s (Post, Boyer & Brett, 2006).Self-regulation lies at the core of successful
and lifelong learning. Self-regulated learners tend to be active, reflective and
productive in their own thinking and learning (Zimmerman and Kitsantas, 1996). They
think critically, use problem solving strategies and memory techniques when appropriate.From
a strictly psychological perspective, self-regulation has been defined as the process
by which a person generates thoughts, feelings and actions which are systematically
oriented toward achieving one's goals (Bembenutty&Karabenick, 2004; Zimmerman, 2002).
Self-regulation skills may influence students’ abilities to solve problems (Swanson,
1990). Self-regulation is the controlling of a process or activity by the students
who are involved in it rather than by an external agency (Johnson et.al, 2009).
In Problem based learning, students become responsible for their own learning, which
necessitates reflective, critical thinking about what is being learned (Hmelo-Silver,
2004).
The interactive multimedia technology and self-regulation not only enable the students
to review their thought processes but also to get them exposed of modern techniques
and hence students may be helped regulate their thinking processes and enhance their
problem solving in science. Problem solving has been identified as an important
aspect of student learning in science and technology and in the development of scientific
literacy (National Research Council, 1996).
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N. Johnson
Instructor in Educational Technology
PerunthalaivarKamarajar College of Education
Karaikal, U. T of Puducherry
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Article Details are available in Published Article section (Feb. Issue on 2 Position)
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IMEJ Guest Editor of the Month
Ewa Donesch-Jezo
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Corpus-based Teaching of Research Article Abstract Writing in L2 Courses for University Students
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A genre important for presentation and dissemination of scientific achievements
is the research article abstract. After the title, it is the abstract which influences
the readers’ decisions about whether the article is worth reading. The abstract
also influences the decisions of science conference organizers about whether the
paper can be accepted for presentation. In view of the students’ future professional
needs, the teachers of English classes at the university level should include in
the curriculum of their courses teaching competence which would allow both undergraduate
and postgraduate students to write a research article abstract in a convincing and
credible way within the standards of academic rhetoric.
The aim of this paper is to present evidence from a classroom-based study of the effectiveness of a genre-based approach to developing academic rhetorical competence in students of English language courses. The study involved the analysis of the corpus, comprising research article abstracts, conducted by students under the teacher’s guidance and assistance. Using concordance software together with awareness-raising tasks shows how rhetorical conventions govern the structure of the research article abstract as well as the choice of grammar, lexis and style.
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Ewa Donesch-Jezo, Ph. D.
Vice-Director, Institute of Teaching Foreign Languages,
Centre of Jagiellonian University,
Krakow, Poland.Europe
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Article Details are available in Published Article section (March. Issue on 1. Position)
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Send your conference proceedings,
project manuscripts,
unpublished Ph. D. thesis,
M. Phil. dissertations
for publication with ISBN, ISSN.
For further detail contact
Prof. Shinde K. D.
Mobile No. 9850169986
9527447998
email : imej2011@gmail.com
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