@misc{10481/96622,
year = {2024},
month = {8},
url = {https://hdl.handle.net/10481/96622},
abstract = {English as a second language (L2) has become the medium of instruction in numerous contexts, even though many people may have difficulties to read and study in L2. According to the self-regulated framework, metacognitive strategies are essential to achieve successful learning, but they are resource consuming and its use might be compromised in demanding contexts such as learning in L2. In experiment 1, non-balanced bilinguals read high- and low-cohesion texts in L1 and L2 and self-rated their learning using a judgment of learning (JOL). Then, they answered open-ended questions and responded a customized questionnaire regarding their strategies. In experiment 2, we introduced two bilingual groups varying in L2 proficiency. Overall, participants could adjust their JOLs and detect the difficulty of the texts correctly in L1 and L2. However, results evidenced some nuances in learning strategies related to L2 proficiency. We discuss these findings within the context of the self-regulated learning.},
organization = {Grupo de Investigación Memoria y Lenguaje (HUM 740), departamento de Psicología Experimental},
organization = {Universidad de Granada / CBUA},
organization = {Doctoral research grant FPU18/01675},
organization = {Spanish Ministry of Economy and Competitiveness (PPID2021-127728-NB)},
organization = {Universidad Loyola Andalucía},
publisher = {Cambridge University Press},
keywords = {monitoring},
keywords = {self-regulated learning},
keywords = {texts},
keywords = {bilingualism},
keywords = {metacognition},
title = {Self-regulated learning strategies in L1 and L2 reading.},
author = {Reyes, Marta and Morales, Julia and Bajo Molina, María Teresa},
}