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Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom
Resource type
Author/contributor
- Tu, I. Ju (Author)
Title
Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom
Abstract
This study investigates three learners’ self-directed learning (SDL) strategies in a college beginner level Chinese language classroom. Using a focus group and interviews to explore how the students recognize their own learning strengths and weaknesses, what strategies they develop during the SDL process, their awareness of learning contexts while adopting SDL, and how they exercise their agencies for SDL. Findings suggest that technology fluency, the disconnection between learning goals and SDL strategies, and learners’ unawareness of their learning strengths affects individuals’ agency regarding SDL strategies. These findings suggest the need for further discussion of language teachers’ role in instructing SDL strategies, the role of technology, and the use of written corrective feedback. © 2021
Publication
Thinking Skills and Creativity
Date
2021
Volume
41
Pages
100837–
Citation Key
ISSN
1871-1871
Language
english
Extra
3 citations (Crossref) [2023-10-31]
Citation
Tu, I. J. (2021). Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom. Thinking Skills and Creativity, 41, 100837-. https://doi.org/10.1016/j.tsc.2021.100837
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