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Please use this identifier to cite or link to this item: http://www.dspace.espol.edu.ec/handle/123456789/40115
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dc.contributor.advisorMora Zapater , Janeth-
dc.contributor.authorChoez Menoscal, Cesar Eduardo-
dc.contributor.authorTenelema Chenche, Joyce Yesenia-
dc.creatorEspol-
dc.date.accessioned2017-08-19T18:32:06Z-
dc.date.available2017-08-19T18:32:06Z-
dc.date.issued2017-08-19-
dc.identifier.citationChoez Menoscal, Cesar Eduardo; Tenelema Chenche, Joyce Yesenia (2017). A Case Study Of Self-Regulatory Practices In An A2 Tefl Classroom At An Ecuadorian Public University. Trabajo final para la obtención del título: Magister en Enseñanza de Inglés como Lengua Extranjera. Espol. Fcsh, Guayaquil. 73 p.-
dc.identifier.urihttp://www.dspace.espol.edu.ec/xmlui/handle/123456789/40115-
dc.descriptionThis dissertation deals with a construct which appears to be truly important for academic achievement as well as english language learning. This construct is identified as self-regulation or self-regulated learning. This work contains information about the main trends and theoretical perspectives that have been developed to understand self-regulated learning. The main objective of this dissertation was to understand to what extent learners of english as a foreign language in a specific context use or are aware of their capacity to self-regulate their learning. Three instruments were used to collect the information that would help the researchers understand how the group of participants perceive their use of self-regulatory strategies to enhance their learning.-
dc.formatapplication/pdf-
dc.format.extent73 p.-
dc.language.isospa-
dc.publisherEspol-
dc.rightsopenAccess-
dc.subjectENSEÑANZA-APRENDIZAJE-
dc.subjectIDIOMA INGLES-
dc.titleA Case Study Of Self-Regulatory Practices In An A2 Tefl Classroom At An Ecuadorian Public University-
dc.typemasterThesis-
dc.identifier.codigoespolD-CD233-
dc.description.cityGuayaquil-
dc.description.degreeMagister en Enseñanza de Inglés como Lengua Extranjera-
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