It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Thesis (D.P.E.)--Indiana University, 2004. / Includes bibliographical references (leaves 88-92). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (D.P.E.)--Indiana University, 2004. / Includes bibliographical references (leaves 88-92).

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / The purpose of this thesis is to investigate and describe the use of Communication Strategies in texts written by university-level Brazilian English learners as a foreign language in the classroom. Based on the results of the proficiency test Pre-TOEFL â section 2, and on the answers to the self-report questionnaire, adapted from Seligerâs LCP questionnaire (1977) and Freed et al. (2004) extended version, we draw the participantsâ profile in relation to the Learning Context. All data relating to Communication Strategies were collected by means of three sessions of English writing. The study thus investigated 1) the relation between proficiency level and the use of different types of Communication Strategies; 2) the way proficiency level impacts on the frequency of Communication Strategies use by the participants; 3) the influence of Learning Context on the use of Communication Strategies, and their use frequency. We adopted the theoretical-methodological framework of Communication Strategies in L2 within a psycholinguistic perspective (FAERCH; KASPER, 1980, 1983, 1984, 1986, 1987) in dialogue with the studies focusing the Learning Context (DEKEYSER, 1991; LAFFORD, 1995; WOOD 2001; TOWELL 2002, 2012; LAFFORD, 2004, 2006; SEGALOWITZ; FREED, 2008; SERRANO et al., 2011) as theoretical background to analyze our research data. Furthermore, in order to elicit the data, the research employed the Introspective Method (RAPAUCH, 1983; ERICSSON; SIMON, 1984; GASS; MACKEY, 2000), to investigate the processes underlying the use of Communication Strategies. We found a narrow relation between the types of Communication Strategies and the frequency in which they are used, both in the proficiency level and in the Learning Context. We have come to the conclusion that both groups proved to rely on the mother tongue as a way to make up for their limited resources in English. Lexical and grammatical difficulties on the part of the participants were responsible for their strategic behavior within their communicative limitations. The low frequency of strategies based on the interlanguage appears to be related to the use of these strategic mechanisms as well as to the proficiency level of the participants. The data also revealed the learning context was more determining, regardless the category of communication strategy, on the most proficient group. / Esta tese tem como objetivo principal investigar e descrever o uso das EstratÃgias de ComunicaÃÃo em textos produzidos em sala de aula por alunos universitÃrios brasileiros aprendizes de InglÃs como lÃngua estrangeira. Com base nos resultados do teste de proficiÃncia em LÃngua Inglesa versÃo Pre-TOEFL â seÃÃo 2, e nas respostas ao questionÃrio de autorrelato, desenvolvido a partir das versÃes do questionÃrio LCP de Seliger (1977) e de Freed et al. (2004), foi delineado o perfil dos participantes em relaÃÃo ao nÃvel de proficiÃncia e ao Contexto de Aprendizagem. Os dados referentes Ãs EstratÃgias de ComunicaÃÃo foram levantados a partir de trÃs seÃÃes de produÃÃo escrita em lÃngua inglesa. Para fins de anÃlise, adotamos os seguintes procedimentos: 1) examinamos que relaÃÃo existe entre os nÃveis de proficiÃncia dos participantes e a utilizaÃÃo dos diferentes tipos de EstratÃgias de ComunicaÃÃo; 2) investigamos de que forma o nÃvel de proficiÃncia influencia a frequÃncia de utilizaÃÃo das EstratÃgias de ComunicaÃÃo pelos participantes; 3) analisamos a influÃncia exercida pelo Contexto de Aprendizagem no uso dos diferentes tipos de EstratÃgias de ComunicaÃÃo, bem como na frequÃncia com que sÃo utilizados. Tomamos o quadro teÃrico-metodolÃgico das EstratÃgias de ComunicaÃÃo em segunda lÃngua dentro de uma perspectiva psicolinguÃstica (FAERCH; KASPER, 1980, 1983, 1984, 1986, 1987) em diÃlogo com os estudos voltados para o Contexto de Aprendizagem (DEKEYSER, 1991; LAFFORD, 1995; WOOD 2001; TOWELL 2002, 2012; LAFFORD, 2004, 2006; SEGALOWITZ; FREED, 2008; SERRANO et al., 2011) como referenciais para a anÃlise dos dados. Ademais, amparamo-nos na metodologia introspectiva (RAPAUCH, 1983; ERICSSON; SIMON, 1984; GASS; MACKEY, 2000), a fim de investigar os processos subjacentes ao uso das EstratÃgias de ComunicaÃÃo em questÃo. Verificamos uma relaÃÃo entre os tipos de EstratÃgias de ComunicaÃÃo e a frequÃncia de uso destas tanto com o nÃvel de proficiÃncia quanto com o Contexto de Aprendizagem. ConcluÃmos que ambos os grupos desta pesquisa demonstraram uma dependÃncia muito acentuada em relaÃÃo à lÃngua materna, como forma de compensar seus recursos limitados na lÃngua inglesa. Os problemas primÃrios, de ordem lexical ou gramatical, encontrados pelos nossos participantes fizeram com que eles adotassem um comportamento estratÃgico diante dessas limitaÃÃes de natureza comunicativa. A baixa frequÃncia das estratÃgias baseadas na interlÃngua parece estar relacionada ao foco desses mecanismos estratÃgicos e ao prÃprio nÃvel de proficiÃncia e ao nÃvel de competÃncia comunicativa dos participantes na lÃngua inglesa. Os dados revelaram ainda que no grupo mais proficiente o contexto de aprendizagem foi mais determinante tanto sobre o uso das estratÃgias baseadas na lÃngua materna quanto sobre o uso das estratÃgias baseadas na interlÃngua.

Este trabalho apresenta, inicialmente, as principais características da Educação a Distância e resume os métodos que sustentam sua base teórica. Apresentou-se, posteriormente, o conceito de contexto de aprendizagem para a EaD como uma estrutura em que os elementos só têm significado quando considerados em uma abordagem holística. Isso exige do professor o domínio da disciplina ministrada, a habilidade em lidar com as novas tecnologias da comunicação e da informação, clareza sobre o processo de ensino e aprendizagem, entendimento sobre o perfil de seus alunos, como e por que eles estão naquele curso, e as interações existentes entre cada um dos atores envolvidos na EaD. Como forma de educação que se faz cada vez mais presente no Ensino Superior, surge a necessidade de uma preparação cuidadosa do professor para o desenvolvimento desses cursos. Diante desse desafio, o objetivo deste trabalho foi o de identificar, por meio de questionários e entrevistas, como os professores do ensino superior se preparam para ministrar disciplinas a distância e/ou semipresenciais. A análise dos dados coletados indica que os professores não estão satisfatoriamente preparados para o trabalho com essa forma de educação e que as instituições não apoiam sua introdução no campo de maneira adequada. O professor é levado a buscar de maneira independente seu próprio aprimoramento em inúmeras atividades. Concluise que a EaD, entendida como um contexto de aprendizagem, exige que o professor seja um profissional multifacetado e cada vez mais integrado com a sua instituição. Sendo assim, não se pode pensar na preparação do professor de maneira isolada, e sim, desenvolvida em um sistema de parceria entre suas próprias ações e a instituição de ensino, de forma a melhorar o processo de ensino e aprendizagem na EaD. / This work presents primarily the main characteristics of distance learning and summarizes the methods which support its theoretical basis. Afterwards is presented the concept of learning context for DLC as a structure which the elements within it have significance only when considered within a holistic approach. This demands of teachers to have special skills and expertise towards the field chosen to teach, besides the ability to deal with new communication and education technologies and clearness of the process of teaching and learning, besides an understanding of the profile of the learners, how and why they have chosen this kind of education as well as the interaction between each of the actors related to DLC. With the adoption of this model of education increasing, making it becomes more present in college education, arises the need of a careful grooming of the teacher in order to allow him a suitable development of these courses. In the face of this challenge, this work aimed to identify, through interviews and research questions applied to several teachers, how they get prepared to teach at DLC or semipresential modality courses. The analysis collected data indicates inappropriate preparation of the teachers to work with this sort of educational system and the lack of support from the educational institution which frequently disregards the adequate approach. The teacher is driven to look for his or her preparation by oneself in innumerous activities. As a conclusion it is drawn that DLC is understood as a learning context demanding of the teacher to be a multitask professional, more and more integrated within the educational institution. In doing so, the preparation of the teacher cannot be thought isolatedly, but developed under a partnership system between the practice itself and the education in DLC.

科技真的能帶來好的學習成效嗎？以科技做為學習的方式很多，我們又如何得知科技學習是否帶來有效的學習效果呢？過去學理討論以科技輔助教學(Technology - Mediated Learning；TML)主要是將重點放在分析科技的特點、教學方法及學習者的特質；學理上很少在討論學習者脈絡，意即探討學習者心理的學習歷程。因此，本研究探索，學習者在教學方法、學習心理歷程及科技的共同影響之下，會產生如何的學習的效果。本研究個案公司，利用自行研發的電子白板進行教學，他們將教學重點放在如何利用這樣的新科技教學方法，做為另一種提升學習的方法。這些教學模式，都是經由了解學習者潛在的心理學習因素；而這些因素，也可以透過科技，反應在教學的設計上，並且隱含教育的基準。在研究發現則指出利用科技輔助教學的成效不能指單看科技的功能及教學的方法，還需要考慮學生的學習情境及心理學習的過程。因此，利用科技輔助教學，若能在考慮學習脈絡的觀點之下，結合教學設計，適當的科技功能運用，則能產生給予學習者更強烈的影響。 / Does TML (Technology-Mediated Learning) benefit learning outcome? TML are manipulated extensively as learning instruments, but how do we know the TML whether bring good learning results? Previous theory is more focus on analyzing technology feature, instructor’s method and learner’s characteristics; less on discussing learning context, which is mean how learner’s psychological learning process, to be mutually affected by technology cause the learning outcome. Through my case study company, their own design TML instrument called electronic whiteboard has been implemented in the class. They are emphasizing to use electronic whiteboard by increasing learning outcome instead of technology per se. Therefore, their instruction models are base on knowing the learner’s psychological learning process. The instructors designed their own instruction models by learner’s psychology learning process with embedding pedagogy basis. The research findings are elaborating the TML efficiency should be engaged with technology feature, learning context and learner’s psychological learning process. Therefore, TML must consider the entire learning context, combine with instruction method, and provide the suitable function can bring the powerful learning outcome.

PINHEIRO, José Tarsio Menezes. Estratégias de comunicação na interlíngua de aprendizes de inglês como língua estrangeira. 2015. 349f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-03T15:12:16Z No. of bitstreams: 1 2015_tese_jtmpinheiro.pdf: 15327258 bytes, checksum: 19614641c411a72cb204bb136fc67b66 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-05T11:05:25Z (GMT) No. of bitstreams: 1 2015_tese_jtmpinheiro.pdf: 15327258 bytes, checksum: 19614641c411a72cb204bb136fc67b66 (MD5) / Made available in DSpace on 2015-06-05T11:05:26Z (GMT). No. of bitstreams: 1 2015_tese_jtmpinheiro.pdf: 15327258 bytes, checksum: 19614641c411a72cb204bb136fc67b66 (MD5) Previous issue date: 2015 / The purpose of this thesis is to investigate and describe the use of Communication Strategies in texts written by university-level Brazilian English learners as a foreign language in the classroom. Based on the results of the proficiency test Pre-TOEFL – section 2, and on the answers to the self-report questionnaire, adapted from Seliger’s LCP questionnaire (1977) and Freed et al. (2004) extended version, we draw the participants’ profile in relation to the Learning Context. All data relating to Communication Strategies were collected by means of three sessions of English writing. The study thus investigated 1) the relation between proficiency level and the use of different types of Communication Strategies; 2) the way proficiency level impacts on the frequency of Communication Strategies use by the participants; 3) the influence of Learning Context on the use of Communication Strategies, and their use frequency. We adopted the theoretical-methodological framework of Communication Strategies in L2 within a psycholinguistic perspective (FAERCH; KASPER, 1980, 1983, 1984, 1986, 1987) in dialogue with the studies focusing the Learning Context (DEKEYSER, 1991; LAFFORD, 1995; WOOD 2001; TOWELL 2002, 2012; LAFFORD, 2004, 2006; SEGALOWITZ; FREED, 2008; SERRANO et al., 2011) as theoretical background to analyze our research data. Furthermore, in order to elicit the data, the research employed the Introspective Method (RAPAUCH, 1983; ERICSSON; SIMON, 1984; GASS; MACKEY, 2000), to investigate the processes underlying the use of Communication Strategies. We found a narrow relation between the types of Communication Strategies and the frequency in which they are used, both in the proficiency level and in the Learning Context. We have come to the conclusion that both groups proved to rely on the mother tongue as a way to make up for their limited resources in English. Lexical and grammatical difficulties on the part of the participants were responsible for their strategic behavior within their communicative limitations. The low frequency of strategies based on the interlanguage appears to be related to the use of these strategic mechanisms as well as to the proficiency level of the participants. The data also revealed the learning context was more determining, regardless the category of communication strategy, on the most proficient group. / Esta tese tem como objetivo principal investigar e descrever o uso das Estratégias de Comunicação em textos produzidos em sala de aula por alunos universitários brasileiros aprendizes de Inglês como língua estrangeira. Com base nos resultados do teste de proficiência em Língua Inglesa versão Pre-TOEFL – seção 2, e nas respostas ao questionário de autorrelato, desenvolvido a partir das versões do questionário LCP de Seliger (1977) e de Freed et al. (2004), foi delineado o perfil dos participantes em relação ao nível de proficiência e ao Contexto de Aprendizagem. Os dados referentes às Estratégias de Comunicação foram levantados a partir de três seções de produção escrita em língua inglesa. Para fins de análise, adotamos os seguintes procedimentos: 1) examinamos que relação existe entre os níveis de proficiência dos participantes e a utilização dos diferentes tipos de Estratégias de Comunicação; 2) investigamos de que forma o nível de proficiência influencia a frequência de utilização das Estratégias de Comunicação pelos participantes; 3) analisamos a influência exercida pelo Contexto de Aprendizagem no uso dos diferentes tipos de Estratégias de Comunicação, bem como na frequência com que são utilizados. Tomamos o quadro teórico-metodológico das Estratégias de Comunicação em segunda língua dentro de uma perspectiva psicolinguística (FAERCH; KASPER, 1980, 1983, 1984, 1986, 1987) em diálogo com os estudos voltados para o Contexto de Aprendizagem (DEKEYSER, 1991; LAFFORD, 1995; WOOD 2001; TOWELL 2002, 2012; LAFFORD, 2004, 2006; SEGALOWITZ; FREED, 2008; SERRANO et al., 2011) como referenciais para a análise dos dados. Ademais, amparamo-nos na metodologia introspectiva (RAPAUCH, 1983; ERICSSON; SIMON, 1984; GASS; MACKEY, 2000), a fim de investigar os processos subjacentes ao uso das Estratégias de Comunicação em questão. Verificamos uma relação entre os tipos de Estratégias de Comunicação e a frequência de uso destas tanto com o nível de proficiência quanto com o Contexto de Aprendizagem. Concluímos que ambos os grupos desta pesquisa demonstraram uma dependência muito acentuada em relação à língua materna, como forma de compensar seus recursos limitados na língua inglesa. Os problemas primários, de ordem lexical ou gramatical, encontrados pelos nossos participantes fizeram com que eles adotassem um comportamento estratégico diante dessas limitações de natureza comunicativa. A baixa frequência das estratégias baseadas na interlíngua parece estar relacionada ao foco desses mecanismos estratégicos e ao próprio nível de proficiência e ao nível de competência comunicativa dos participantes na língua inglesa. Os dados revelaram ainda que no grupo mais proficiente o contexto de aprendizagem foi mais determinante tanto sobre o uso das estratégias baseadas na língua materna quanto sobre o uso das estratégias baseadas na interlíngua.

Orientador: Cyntia Graziella Guizelim Simões Girotto / Banca: Renata Junqueira de Souza / Banca: Stela Miller / Resumo: A presente pesquisa teórica e prática, tendo como sujeitos crianças de uma quarta série do ensino fundamental da rede municipal de ensino do interior paulista, objetivou estudar a influência do entorno, aí inclusa a organização das ações pedagógicas, no desenvolvimento humano, com ênfase na análise das capacidades discursivas na infância. Apresenta uma discussão sobre a necessidade de se repensarem os elementos que compõem as atividades pedagógicas, identificando os processos centrais da sua organização. A hipótese é a de que as relações ocorridas em situações pedagógicas, organizadas intencionalmente, podem ser propulsoras de aprendizagens humanizadoras. São consideradas, nesse sentido, a atividade da criança e sua capacidade de aprendizado; a escola como espaço de vivências, de escolhas, de mediações; e a ação do professor mediador como criador de elos mediadores para a apropriação da linguagem escrita. Com o intuito de que as discussões recorressem a suportes teóricos que coadunassem entre si, a Teoria histórico-cultural foi eleita como o sustentáculo para as demais proposições que tratam da sala de aula como espaço mediador de ensino e de aprendizagem colaborativos (via metodologia de projetos) e a garantia para a coparticipação do sujeito aprendiz em sua própria formação como leitor e produtor de texto. A aplicação das técnicas da pesquisa-ação, por sua vez, respaldou-se no enfoque materialista-histórico-dialético, fundamento filosófico da Teoria histórico-cultural. Assim, a análise dos dados coletados coerentemente com a teoria eleita e norteada por seus conceitos gerou considerações acerca do ensino e da aprendizagem mediada pela linguagem escrita em contextos significativos e as contribuições destes instrumentos mediadores ao desenvolvimento humano. Ao concluir este trabalho foi possível afirmar que ter o homem ...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This theoretical and practice research, that have as participants children of a fourth grade education in municipal basic education from a small city in the state of São Paulo, aimed to study the influence of the environment, in which there is included the organization of pedagogical practices in human development with emphasis on discursive analysis capacity in childhood. It presents a discussion about the need to rethink the elements of the educational activities, identifying the central part processes of their organization. The hypothesis is that the relation occurred in organized intentionally pedagogical situations may be drivers of humanizing learning. About this respect, the child‟s activity and its learning ability; the school as a mediation, choice and experience place; and the mediator teacher‟s action as a creator of mediator links to the written language appropriation are considered. In order that, the discussions appeal to theoretical supporters which adequate among them, the cultural-historical Theory was chosen as the cornerstone for all other proposals that deal with the classroom as mediator teaching and collaborative learning space (via project methodology ) and the guarantee for the schoolchild‟s co-participation in his own formation as a reader and producer‟s text. The techniques application of action research, in turn, was supported on the historical materialist dialectical focus, the historical cultural theory philosophical foundation. Thus, the analysis of collected data in a consistent way with the chosen theory and guided by its concepts generated some discussion concerning to the teaching and learning mediated by the written language in meaningful contexts and the contributions of these mediator instruments to the human development. In conclusion of this study, we can say that having the man as a parameter so that the educational task provides ...(Complete abstract click electronic address below) / Mestre

In the field of second language acquisition (SLA), the study abroad context (SA) has gained attention as a site that offers the potential of significant second language (L2) development due to high amounts of input and interaction opportunities compared to at home foreign language (AH) and domestic immersion (IM) contexts (Pérez-Vidal, 2014). In previous research, the SA context has been a country where the L2 is the local language (e.g., English in the United Kingdom). However, with the increase of student mobility programs across Europe, such as ERASMUS, and the status of English as an International Language, another study abroad context is available, one where students can take English-medium classes and use English as a lingua franca in a country where English is not the local language (e.g., Germany, Poland, Spain). In the current study, this new context is operationalized as English as a lingua franca study abroad (ELFSA), the effects of which have received very little attention in SLA to date. By providing an alternative SA context through English medium of instruction on-campus, and English as an international language through off-campus interactions, this new context might bring further insights into the SA phenomenon. Motivated by this gap in the literature, the current longitudinal study aims to investigate the differentiated effects of the SA, ELFSA, and AH contexts on the linguistic development of Turkish undergraduates whose L2 is English. Given the multilingual nature of the ERASMUS context, this study also examines the contextual influences on participants’ perceptions towards multilingualism from a Perceived Positive Language Interaction (PPLI) perspective (Thompson, 2013). The participants of the study were 50 third year Turkish undergraduates, 33 of whom undertook a 16-week ERASMUS exchange semester in Spring 2016. Following a quasi-experimental mixed-methods pretest-posttest design, data were collected via a one-minute spoken and 15-minute written production test to determine linguistic complexity, accuracy, and fluency gains; an Elicited Oral Imitation Test (EIT, Ortega et al., 1999) to measure pre-departure proficiency; a monthly online Language Interaction Questionnaire to investigate the type and amount of language contact; and a dichotomous questionnaire to learn about participants’ perceptions towards multilingualism within PPLI. For triangulation purposes, qualitative data were collected via several open-ended items in the questionnaires and semi-structured interviews. The results of the quantitative and qualitative analysis indicated that the SA and ELFSA contexts were beneficial for English development on most of the measures, yet the former had certain issues for the participants pertaining to the dominant variety and features of spoken English (e.g., weak forms, connected speech, speech rate). The ELFSA was reported to be more multilingual as compared to the SA, also paving the way for seeing further Perceived Positive Language Interaction (Thompson, 2013) among the additional languages that their participants knew. The major difference between the two was described to be the ELFSA participants’ developing an ELF identity towards using English as an L2, as they tended to prioritize fluency over accuracy throughout their exchange semester. The results of the quantitative analysis indicated that the AH group had significantly more gains on written fluency than the two abroad groups. Also, time was found to be a significant factor for lexical development regardless of group differences. In terms of oral gains, main effects of time indicated that the participants as a whole group had significantly different means over time on speech rate and breakdown fluency, the inspection of which showed that the ELFSA had the highest mean differences. As for oral accuracy and lexical complexity, an interaction effect between time and context group was found to approach significance, indicating that both sojourn groups had mean gains on the former, while only the ELFSA had higher mean scores in the posttest for the latter measure. Finally, the data from the semi-structured interviews provided a holistic picture of the interplay between context and development in English. The major finding of the study, thus, indicated that the SA may not be the sole provider for intense L2 input to improve English during a semester abroad; the ELFSA appeared to be equally as beneficial as the SA in terms of linguistic development with a bonus of creating a linguistic identity of an ELF speaker for language learners. The study also provided several empirical and pedagogical implications for those interested in the stay abroad and its influences on L2 development.

Abstract This study explores self-regulated learning (SRL) in the learning context of a primary school. The research focus is on the occurrence and promotion of SRL. The research is a qualitative case study. The theoretical foundation rests on research into SRL and its promotion. The research context was provided by the pedagogical development of the UBIKO project, which took place at the Oulu University Teacher Training School (Oulun normaalikoulu). The data consists of the structured diaries of students from grades 4 and 5 (N = 90) and the thematic interviews and descriptions of the learning context by their teachers (N = 6). The analysis, carried out to clarify the meaning of the learning context, was boosted by samples based on the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire. The results indicate that pupils are aware of their learning and they exploit different learning strategies during their learning. The modification of the learning context has a different impact on the motivation and strategy use of strategically low and high pupils. SRL can be promoted by creating a learning context that supports pupils in their planning, monitoring and evaluation processes. In terms of school development it is not enough to concentrate on single supportive elements – the systemic development the learning context (i.e. learning situation, physical environment and social architecture) also needs to be considered. The findings of this study contribute to understanding the skills and promotion of SRL among primary school pupils. The results offer research-based support for teachers, teacher trainees and school developers to meet the challenges of 21st century education. / Tiivistelmä Väitöstutkimus tarkastelee oppimisen itsesäätelyä alakoulun oppimiskontekstissa. Tutkimuskohteina ovat oppimisen itsesäätelyn ilmeneminen sekä sen kehittymisen tukeminen. Tutkimus on laadullinen tapaustutkimus, jonka teoreettinen tausta on oppimisen itsesäätelyn ja sen kehittymisen tutkimuksessa. Tutkimuskontekstina toimi Oulun yliopiston harjoittelukoulussa (Oulun normaalikoulu) toteutunut UBIKO-kehittämishanke, jonka aikana tapahtuneeseen pedagogiseen kehittämiseen tutkimus kohdentuu. Tutkimusaineisto koostuu 4.–5.-luokkalaisilta oppilailta (N = 90) kerätyistä strukturoiduista päiväkirjoista sekä heidän opettajiensa (N = 6) oppimiskontekstia kuvaavista raporteista ja teemahaastatteluista. Lisäksi oppimiskontekstin merkityksen analyysia syvennettiin tarkastelemalla oppimisen itsesäätelyn ilmenemisen muutoksia Motivated Strategies for Learning Questionnaire (MSLQ) -kyselyn avulla oppilasjoukosta seulottujen otosten osalta. Tutkimustulokset osoittavat oppilaiden olevan tietoisia oppimiseensa liittyvistä tekijöistä, ja he hyödyntävät oppimisessaan erilaisia oppimisstrategioita. Tulosten perusteella oppimiskontekstissa tapahtuvat muutokset vaikuttavat eri tavoin strategisesti heikkojen ja vahvojen oppilaiden motivaatioon ja strategiseen toimintaan. Oppimisen itsesäätelyn kehittymistä voidaan tukea luomalla oppimiskontekstiin piirteitä, jotka vahvistavat oppilaiden oman toiminnan suunnittelua, tarkkailua ja arviointia. Koulun kehittämisen näkökulmasta yksittäisten elementtien lisäksi on huomioitava se systeeminen kokonaisuus, joka oppimistilanteen, fyysisen oppimisympäristön sekä sosiaalisen vuorovaikutuksen kautta oppimiskontekstiin muodostuu. Väitöstutkimuksen tulokset ja tutkimuskontekstin yksityiskohtainen esittely lisäävät ymmärrystä alakouluikäisten oppimisen itsesäätelytaidoista ja niiden kehittymisen tukemisesta. Tulokset auttavat opettajia, opettajankouluttajia ja muita koulun kehittäjiä vastaamaan tutkimusperustaisesti niihin vaatimuksiin, joita 2000-luvun koulutukselle on kansainvälisestikin asetettu.