Dissertations / Theses on the topic 'Self-regulated learning theory'
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Jones, Aidan. "Adaptive robotic tutors for scaffolding self-regulated learning." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8247/.
Full textAlmahasneh, Randa. "The effects of beliefs about knowledge and learning on students' self-regulated studying /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2800.
Full textGoffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.
Full textOnah, Daniel F. O. "Investigating self-regulated learning in massive open online courses : a design science research approach." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/91704/.
Full textRenwick, James Michael English Media & Performing Arts Faculty of Arts & Social Sciences UNSW. "Because I love playing my instrument : Young musicians' internalised motivation and self-regulated practising behaviour." Publisher:University of New South Wales. English, Media, & Performing Arts, 2008. http://handle.unsw.edu.au/1959.4/40823.
Full textCalvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.
Full textMerrick, Bradley Maxwell School of Music & Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.
Full textSullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.
Full textTitle from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center
Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.
Full textAllbrink, Sofie, and Rebecka Sundin. "INDIVIDUELLA IDROTTARES FÖRUTSÄTTNINGAR FÖR SJÄLVREGLERAT LÄRANDE." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183873.
Full textSelf-Regulated Learning (SRL) has proven to be a useful strategy for athletes' learning and development. What conditions are given to athletes from their surrounding environment can both promote and inhibit these processes of learning and development. However, few studies have examined this relationship in a sports context. Thus, the present study aimed to investigate Self-Regulated Learning in individual sports based on self-efficacy, gender and environmental conditions. The environmental conditions were defined as leadership behaviors that promote motivation, according to Self-Determination Theory (SDT), and Self-Regulated Learning. The sample consisted of individual athletes, ranging from 16-60 years, with a coach (N = 251). The athletes competed in 28 different individual sports and identified themselves as women (n = 144), men (n = 106) and other (n = 1). The participants answered the self-report questionnaires Self-Regulated Learning in Sport Practice (SRL-SP), Self-Regulated Environment (SRE) and Interpersonal Supportiveness Scale - Coach (ISS-C). Using multiple and hierarchical regression analyses, this study provided support that self-efficacy positively influenced the outcome measures planning, monitoring, and reflection, but not effort. Gender did not appear to moderate this relationship. The environmental conditions associated with SRL was mainly the coaches' ability to create opportunities for SRL. Additionally, athletes' SRL were negatively influenced by how often the coach was present. The conclusion is that athletes, to beneficially engage in their own development, need to have a belief in their own ability and also be in an environment that enhances opportunities for SRL. However, this relationship is influenced by the coach's presence at practice. Future studies can further examine the relationship between the environmental conditions and SRL, and if the results may differ depending on sport.
Merricks, Beverley Ann. "The use of a self-regulated learning conceptual framework to investigate students' engagement with individualised feedback from summative clinical examinations at a UK medical school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7938/.
Full textYang, Yang. "A Q Factor Analysis of College Undergraduate Students' Study Behaviors." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/449.
Full textFilho, Raimundo Nonato Lima. "Autorregulando e autodeterminando: duas formas de alunos de pós-graduação aprenderem a aprender contabilidade." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-14062016-111715/.
Full textAssertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches
Sjögren, Stina. ""Det är mer att det blir en riktig sport än att det blir en cirkus" : En kvalitativ studie om coaching och ledarskap på elitnivå inom freeskiing och snowboard." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73056.
Full textFreeskiing and snowboard, with its three branches; slopestyle, big air and halfpipe now introduced in the Olympic games, are two fast-growing sports establishing themselves in the sporting world. Sweden, on top of the freeski- and snowboard scene with two solid national teams who can compete with the world elite. With the increased popularity and the opportunity to compete in both sports requires higher demands of a functional leadership and coaching for the riders. The aim of this study was to describe and develop deeper understanding of how coaching and leadership in freeskiing and snowboard can be defined and expressed on an elite level. Based on seven interviews, earlier relevant research and the self-determination theory it has been examined how coaches and athletes view the existing coaching and leadership together with potential development. It is also investigated how the prevailing sports culture view performance enhancement. The conclusion showed that coaches and athletes were satisfied with the current coaching and leadership, especially when it comes to self-determination and self-regulated learning for the riders. They see possible development in educating riders and coaches about performance enhancing tools like diet, training, mental training and other factors. Despite the sports’ culture opposing the modernization of freeskiing and snowboarding, coaches and riders were still positive about the development.
Black, Arianna Louise. "Evaluation of the AWARES Mentorship Program on Female Engineering Students’ Career Self-Efficacy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587054612430114.
Full textLee, Jian-Bang, and 李建邦. "A Study on Low Achievers’ Learning Difficulties by using Self-Regulated Learning Theory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/12776807376398684546.
Full text國立彰化師範大學
科學教育研究所
100
The purpose of the study is to discuss the low achievers’learning diffculties and learning strategies by using the self-regulated learning theory and to analyze the key factors that cause low achievers fail to self regulated their learning. In this study, through semi-constructed interview, the learning diffculties and learning strategies of 30 low-achievers in science class of junior-high school was investigated. That study was focus on three scicence topics: light, heat and chemical reaction. Findings indicated that three major learning diffculties of low achiever was found. First, the teaching is too diffcult, too fast and too hard that students cannot understand. Second, students fail to memorize what they learned and easily confused and forgotten. Third, students were easily distracted in class for they were not interested, felt bored and didn’t understand. For the self-regulated strategies, there are four findings: First, students use more cognition and action-control strategies. Second, students use less motivation and meta-cognition strategies. Third, students use various strateies, but single student focus on specific strategy. Fourth, student didn’t have enough strategies to solve the problem compltely. The resons that low achievers can’t slove the learning diffculties include low motivation, lack of meta-cogniton abilities, without proper strategies and over depend on seeking-help and study hard strategies. The study also suggests that the teacher and parents can help students to have better self-regulation on setting challenge and reachable goal, learning to plan, prompting meta-cognition ability, learning different learning strategies, learning action-control strategies to prevent distraction and and helping them to maintain the high motivation.
Wei-YuChen and 陳威宇. "Exploring the Effects of MOOC Learners\' Motivations on Learning Effectiveness: Based on Self-regulated Learning Theory." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yk7776.
Full text國立成功大學
資訊管理研究所
107
The rise of Massive Open Online Course (MOOC) in recent years provides users with varieties of online courses through the Internet. However, for learners who are inadequately self-disciplined, the convenience of MOOC, instead, results in the phenomenon of high enrollment rates with low completion rates due to lacking of pressures or punishments in terms of the structures. Despite the fact that several studies revealed that self-regulated learning strategies have positive impacts on the learning effectiveness, many of which have divergent arguments on the sorts of self-regulated learning strategies. In addition, there are few research focus on the values of MOOC certificates recognized in the society. Therefore, this research aims to investigate the impact of self-regulated learning process of MOOC learners on the learning effectiveness, and to observe the influence on the repurchase intention through the perceived usefulness of leaners. The study adopted a survey research approach for data collection and targeted on learners who had learned an information technology course on Coursera, edX or other MOOC platforms. A total of 361 valid questionnaires were collected using structural equation modeling (SEM) to validate the model and hypotheses. The results show that learning motivation has nonsignificant effects on the repurchase intention, while positive effects on metacognitive strategies, resource management strategies, and perceived usefulness are observed; meanwhile, self-regulated learning strategies can further improve learning effectiveness. Moreover, learning effectiveness and perceived usefulness have positive effects on repurchase intention significantly. The results revealed that learners must improve learning motivation and self-regulated learning strategies in order to raise the learning effectiveness. Also, for raising repurchase intention, MOOC platforms must promote course usefulness and advance the experience of learning process to achieve better learning effectiveness and finally affect repurchase intention.
"The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49040.
Full textDissertation/Thesis
Doctoral Dissertation Educational Psychology 2018
Moseki, Monkie Muriel. "Adolescent self-regulated learning development in school : a psycho-educational perspective." Thesis, 2013. http://hdl.handle.net/10500/13865.
Full textPsychology of Education
D. Ed. (Psychology of Education)
Min-JuHsieh and 謝旻儒. "Exploring the Effects of Mobile Game-Based Learning System on Learners’ Academic Achievement: Based on Self-Regulated Learning and Information Feedback Theory." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t972xk.
Full textChang, Che-jui, and 張哲睿. "A Study of Urban Renewal Participate Willingness for Self-Help Organization Based on Self-Regulated Learning Theory – A Case Study of Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7x5gqm.
Full text中國科技大學
建築研究所
102
Abstract To promote urban renewal, it is crucial to update urban renewal policies and to introduce regulations regarding self-renewal abilities in old communities. People’s motivation to participate is a key factor behind self-initiated renewal. The motivation is influenced by the city environment and government policies. Therefore, being able to understand the influencers behind people’s motivation to participate in self-initiated renewal will be key to the success of a government’s promotion of urban renewal policies. Based on a thorough literature review, the study conducted statistical factorial analyses using data from in-depth interviews and questionnaires, within the theoretical framework of Self-regulated Learning Theory. The results from the questionnaires helped construct the influencers behind the motivation to participate in urban self-renewal. Exploratory factorial analyses indicated that such influencing aspects are 1) the nature of the motivation; 2) environment; and 3) resources. Based on the Self-regulated Learning Theory, the influencers were extracted and underwent further statistical analyses to evaluate their various significance levels. The results have shown how people recognize and emphasize the different influencers behind the motivation to participate in urban self-renewal. Empirical results have revealed that the people have a positive attitude toward the expected benefits and values from self-renewal and to a certain extent have developed an awareness of community living environment. However, the people pay less attention to the government’s existing mechanisms and resources for promoting self-renewal. This means that there is much room for improvement i.e., for the government to better promote the policies in relation to self-renewal. Further, where the aspect of motivation is concerned, to elevate the motivation to participate in self-renewal, it is especially important to maintain the motivation and even to come up with strategies to further strengthen the motivation to participate in activities related to self-renewal. In terms of the aspect of environment, self-help organizations should evaluate how much funding is needed and their living environments. They should also focus on updating and promoting professional knowledge related to urban renewal and on publicizing accompanying strategies and mechanisms. When it comes to the aspect of resources, resources should be allocated to better publicize reward measures and mechanisms on self-renewal, and to improve the effectiveness of related seminars. By doing so, self-help organizations will put more emphasis on the related regulations, mechanisms and the existing resources provided by the government.
Huang, Chung-shih, and 黃崇時. "A Study on the Learning Effectiveness of Information Technology Courses at Elementary Levels with the Assistance of the E-Learning System based on the Theory of Self-regulated Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47353799024042110011.
Full text國立臺中教育大學
數位內容科技學系碩士班
98
Teaching students to have the ability of self learning and lifelong learning is of crucial importance, Applying project-based learning is the best way to promote students’ self-regulated learning. By integrating information technology with the fields of information technology learning, it would be much easier to increase students’ information literacy and the ability of applying technology and information. In addition, with the information technology’s quantitative recordings, instant analysis, and divergent display of distinguishing features, the learning effectiveness of the information technology courses and the ability of self-regulated learning will be promoted. Therefore, in this study, the researcher attempted to consider self-regulated learning theory the base, combining it with web Content Management System and related models to establish an E-Learning system. Further, with the adoption of the project-based learning in class, it is expected that the learning system can aid students in the class of information technology and can therefore enhance their learning effectiveness and the ability of self-regulated learning. After the experiments of the study, the findings can be concluded as follows. 1.The E-Learning system based on the theory of self-regulated learning can enhance learners’ learning effectiveness in information technology classes. 2.The E-Learning system based on the theory of self-regulated learning can promote students’ satisfactory of the information technology course. 3.The E-Learning system based on the theory of self-regulated learning can improve learners’ ability of project-based learning. 4.The E-Learning system based on the theory of self-regulated learning can help promote learners’ ability of “self monitoring and evaluation”, “goal setting and strategic planning”, and “strategic outcome monitoring” at the stage of self regulatory learning cycle. 5.The E-Learning system based on the theory of self-regulated learning can not significantly enhance learners’ learning motivation, action control, cognitive strategies, and the ability of metacognition during the self-regulated learning processes.
TING-TING, HUANG, and 黃婷婷. "Investigation of Different Learning Style Junior High School Students the Learning Effectiveness of Information Technology Courses with the Assistance of the E-Learning System based on the Theory of Self-regulated Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03345770949470534154.
Full text國立新竹教育大學
教育學系碩士班
100
Abstract This study explores the effectiveness of an e-Learning system designed on the basis of self-regulated learning theory in facilitating junior high school students with various learning styles and different learning achievements to learn Mathematics. In this study, Dunn & Dunn’s multi-dimensional learning style theory, are considered as a principle to identify students’ various learning styles. This study also tries to understand students’ attitudes towards the e-Learning system. There are 50 junior high school first graders in this study. The teaching content is a Mathematics topic of the second semester of the first grade. After nine hours learning in the e-Learning system, the findings are as follows: 1.Regarding the learning effectiveness of students with different learning styles, students in most learning style preference groups have significant improvement in their learning effectiveness. 2.After using the e-Learning system, students with higher learning achievement have shown significant improvement in their learning effectiveness. 3.After using the e-Learning system, students with lower learning achievement have shown significant improvement in their learning effectiveness. 4.The students tend to have positive attitudes towards the interface of the e-Learning system. 5.The students tend to have positive attitudes towards the overall using experience of the e-Learning system. Keywords: self-regulated learning, e-Learning system, learning style, junior high school mathematics, learning effectiveness
Odegard, Harold. "Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school." Thesis, 2019. https://hdl.handle.net/2144/35741.
Full textNell, Karin. "The effect of systemic functional linguistics-based self-intervention programme on the ESL grammar proficiency of Grade 8 learners." Thesis, 2020. http://hdl.handle.net/10500/26561.
Full textEnglish proficiency is regarded important for economic empowerment in South Africa, since English is the official business language of the country. South Africa is, however, a multilingual country, with 11 official languages. The majority of South African learners do not speak English as first language, but study English as an additional language in school. This leads to English Second Language (ESL) classroom complexities such as multilingualism, negative attitudes to ESL, and various levels of linguistic proficiency, which affect the teaching of the prescribed curriculum. Many learners arrive in secondary school (Grade 8) with underdeveloped English proficiency, which means that a lot of time in ESL classrooms is spent on re-teaching English language concepts, especially grammar concepts. This causes stress for both ESL teachers and learners. This study tested the effectiveness of a self-help ESL grammar intervention programme in order to establish whether existing gaps in grammar knowledge could be closed via self-study outside of the classroom. More specifically, the study asked the question whether learners’ knowledge of Parts of Speech could be enhanced via a self-help intervention programme, which was based on the principles of Systemic Functional Grammar (SFG). SFG is not traditionally used as an instructional framework in ESL classrooms in the South African context. The rationale for assessing the efficiency of an SFG self-help intervention programme was that there is currently a dire need for alternative approaches to teaching ESL grammar, which would assist struggling learners to raise their proficiency levels quickly, and which would allow teachers to continue with the prescribed curriculum. The intervention programme was tested in a controlled quasi-experimental study, which included an experimental group and a control group, and which compared performance in the mid-year examination and year-end examination to performance in a baseline assessment. The results of the study showed that the self-intervention programme was effective in enhancing ESL learners’ knowledge of Parts of Speech, and also had a positive effect on other aspects of grammar knowledge and on writing. Based on these findings, it is recommended that self-regulation and self-instruction be considered for inclusion in ESL syllabi in the South African context, as it can play a positive role in enhancing ESL learners’ linguistic proficiency.
Engelse taalvaardigheid word as belangrik beskou vir ekonomiese bemagtiging in Suid–Afrika, aangesien Engels die offisiële besigheidstaal van die land is. Suid-Afrika het egter elf erkende offisiële landstale en is dus ‘n meertalige land. Die oorgrote meerderheid Suid-Afrikaanse leerders se eerste taal is nie Engels nie, en hierdie leerders neem Engels as tweede taal (ook genoem eerste addisionnele taal) in ‘n formele omgewing op skool. Dit veroorsaak verskeie uitdagings in Engelse tweedetaalklasse, onder andere meertalige leerders, ‘n negatiewe houding teenoor Engels, en oneweredige ontwikkelingsvlakke in Engels. ‘n Groot aantal leerders begin hul sekondêre skoolloopbaan met onderontwikkelde vaardighede in Engels, met name in grammatika. Dit beïnvloed die onderrig van die voorgeskrewe Engelse tweedetaal kurrikulum, veral in Graad 8. Onderwysers is dikwels genoodsaak om baie tyd aan die heronderrig van grammatikale konsepte te spandeer, alvorens die voorgeskrewe Graad 8 kurrikulum hervat kan word. Dit plaas spanning op sowel onderwysers as leerders. Die doel van hierdie studie was om die effektiwiteit van ‘n self-onderrig intervensieprogram te toets – meer spesifiek om te toets of kennisgapings in “Parts of Speech (POS)” oorbrug kan word met ‘n self-onderrig program wat gebaseer is op Sistemiese Funksionele Linguistiek (SFL). SFL word nie tradisioneel in die Suid-Afrikaanse leerprogram gebruik nie, en die rasionaal vir die toetsing van ‘n SFL program was dat daar tans ‘n geweldige vraag is na alternatiewe benaderings tot die onderrig van Engels, wat leerders sal ondersteun om hulle vaardigheidsvlakke snel te verbeter, sodat onderwysers kan voorgaan met die voorgeskrewe kurrikulum. Die SFL intervensieprogram in hierdie studie is deur middel van ‘n gekontroleerde kwasi-eksperimentele metode getoets, wat ‘n eksperimentele groep en ‘n kontrolegroep ingesluit het. Die twee groepe se kennis van woordsoorte is in die middeljaar, asook die eindjaareksamen gemeet, en vergelyk met die resultate van ‘n basislyntoets wat aan die begin van die jaar afgeneem is. Die resultate het bevestig dat die SFL intervensieprogram ‘n positiewe effek gehad het op kennis van woordsoorte. Verdere positiewe effekte was merkbaar in ander aspekte van Engelse grammatika en in skryfvaardigheid. Na aanleiding van hierdie bevindinge is die aanbeveling van hierdie studie dat selfonderrig and self-regulasie oorweeg moet word as belangrike komponente van die Engels tweedetaal sillabus in die Suid-Afrikaanse konteks, aangesien dit ‘n positiewe rol kan speel in die verbetering van Engels tweedetaal leerders se taalvaardigheid.
Ubugcisa kulwimi lwesiNgesi bubaluleke kakhulu ekuxhobiseni ezoqoqosho eMzantsi Afrika kuba silulwimi lwezoshishino olusemthethweni kweli lizwe. Naxa kunjalo uMzantsi Afrika lilizwe elineelwimi ezininzi, apho ezili-11 zamiliselwa njengeelwimi ezisemthethweni. Uninzi lwabafundi baseMzantsi Afrika alusithethi njengolwimi lokuqala isiNgesi, koko lusifunda njengolwimi olongeziweyo esikolweni. Oku kukhokelela kwiingxaki ezininzi kwiklasi efundisa isiNgesi njengoLwimi lwesiBini, ezifana nokusetyenziswa kweelwimi ezininzi kwakunye namanqanaba awohlukileyo olwazi nobugcisa bokusebenzisa ulwimi, nto ezo zichaphazela ukufundiswa kwekharityhulam esekiweyo. Abafundi abaninzi bafika kwisikolo sasesekondari (iBanga lesi-8) bengenalwazi nabugcisa baneleyo besiNgesi, ngenxa yoko, kwiklasi yesiNgesi uLwimi lwesiBini kuchithwa ixesha elininzi kuphindaphindwa ukufundiswa kwesigama sesiNgesi, ngakumbi isigama segrama. Esi sifundo sophando siye sahlola ukusebenza kwenkqubo yongenelelo kufundiso lwegrama yesiNgesi uLwimi lwesiBini apho umfundi azinceda ngokwakhe, ukuze kufunyaniswe ukuba zingavaleka na ezi zikhewu zikhoyo zokuswela ulwazi lwegrama ngokuzifundela ngaphandle kweklasi. Olu phando lujolise ngakumbi kumbuzo wokuba, ingaba ulwazi lwabafundi ngeziGaba zeNtetho lungaphuculwa na ngokusebenzisa le nkqubo yongenelelo yokuzinceda esekelwe kwimithetho-siseko yeSystemic Functional Grammar (iSFG). ISFG ayisetyenziswa ngokwesithethe njengesakhelo sokufundisa kwiklasi yesiNgesi uLwimi lwesiBini eMzantsi Afrika. Esona sizathu sokuvavanya ukusebenza kwale nkqubo yongenelelo yokuzinceda yeSFG, kukuba kukho intswelo enkulu yeendlela ezizezinye zokufundisa igrama yesiNgesi uLwimi lwesiBini, nto leyo inokunceda abafundi abatsala nzima baphucule amaqondo abo obugcisa, kananjalo incede ootitshala bakwazi ukuqhubela phambili nekharityhulam emiselweyo. Le nkqubo yongenelelo yavavanywa kuphando oluphantsi kolawulo olwaziwa ngokuba sisifundo sophando olungagqibelelanga (quasi experimental study), olwaquka iqela lolingelo kunye neqela elisetyenziswa njengomgangatho wentelekiso (control group). Olu phando lwathelekisa indlela abaqhuba ngayo abafundi kwiimviwo zombindi wonyaka nezokuphela konyaka, ithelekiswa kunye nenkqubo yabafundi kuvavanyo olusisiseko. Iziphumo zophando zabonisa ukuba inkqubo yongenelelo yokuzinceda ibe nempumelelo ekuphuliseni ulwazi lwabafundi lweziGaba zeNtetho kwaye ibe nefuthe elakhayo nakweminye imiba yolwazi lwegrama nesakhono sokubhala. Ngokwezi ziphumo kucetyiswa ukuba kuqwalaselwe ukuzilawula nokuzifundisa kwabafundi njengenxalenye yesilabhasi yesiNgesi uLwimi lwesiBini ngokwemeko yaseMzantsi Afrika njengoko oku kuya kuba nefuthe elakhayo ekuphuhliseni ubugcisa babafundi bolwimi lwesiNgesi uLwimi lwesiBini.
Linguistics and Modern Languages
D. Phil. (Languages, Linguistics and Literature)