Speaker
Description
This study investigates the impact of self-regulated learning instruction in a class on English proficiency and self-efficacy among vocational school students. While there is extensive research on self-regulated learning and self-efficacy in various educational contexts, there has been limited attention paid to vocational school students and TOEIC preparation classes. The objective of this study is to provide insights and more effective teaching practices in TOEIC preparation classes for vocational school students.
Summary
This study examines how self-regulated learning instruction affects English proficiency and self-efficacy among vocational school students preparing for the TOEIC. Although research on self-regulation and self-efficacy exists, few studies have focused on this context. The goal is to provide insight into more effective teaching practices.
| Teaching Context | Conversation/language school |
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