中文部分
于富雲、洪美雪(2001)。動態媒體字幕與外語學習:理論暨實證基礎。視聽教育雙月刊,43(3),13-26。王初明(2000)。應用心理語言學。長沙:湖南教育出版社,12。
王初明(2001)。影響外語學習的兩大因素與外語教學。北京:外語界,6。
王政彥(1999a)。自我學習與學習型組織。輯於中華民國成人教育學會編,學習型組織,台北:師大書苑,73-115。
王政彥(1999b)。利多或利空?網際網路自我學習的前景。學習社會的婦女教育,52,46-52.
王政彥(2000a)。成人隔空學習議題的延伸-從自我調控學習的分析。成人教育,56,9-21。王政彥(2000b,12月)。成人的自我調控學習。論文發表於中華民國成人教育學會年會。嘉義:國立中正大學成人及繼續教育系。
王政彥(2002)。自我調控學習在成人高等教育機構教學上的應用。成人教育,69,20-28。王政彥(2003)。成人自我調控學習理論向度之分析及評量工具之發展(1)(2)。(國 科惠專題研究計畫成果報告編號:NSC90-2413-H-017-004;NSC91-2413-
H-017-001)。台北:中華民國行政院國家科學發展委員會專案研究。
王秋絨譯,Jarvis, P.著 (1999)。二十世紀的成人教育思想家。臺北:心理。
毛國楠、程炳林(1993)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報,26,85-106。加涅(1999)。學習的條件和教學論。上海:華東師範大學。
朱邦賢(2002年1月16日)。2050年以前,一半人口會說英語。聯合報,第十一版。
朱文禎、林淳美(2000)。虛擬教室使用者界面之研究─以外語教室為例。技術學刊,15(2),339-348。呂祝義(1997)。國民中學輔導人員自我調整模式之建構與驗證研究。未出版之博士論文,國立高雄師範大學教育學系,高雄。李育奇(2001) 。試論英語的發展程序學習型態。菁莪, 13(1),20-35。
李平(2002)。語言習得的聯結主義模式。當代語言學,3,164-175。
李如萍 (1991)。中等學校教師參與在職進修動機之研究。未出版之碩士論文,台灣師範大學教育研究所,台北。
李嵩義(2002)。空中大學學生自我調控學習策略與其學習滿意度之關係研究。未出版之碩士論文,國立高雄師範大學成教育研究所,高雄。巫靜宜(2000)。比較網路教學與傳統教學對學習效果之研究—以Word 2000之教學為例。未出版之碩士論文,淡江大學資訊管理研究所,台北。吳明烈(2000)。德國終生學習的發展特色與趨勢。成人教育,58,8-15。
吳秀麗(1995)。中級英文閱讀 –互動式課程之評量。國立台北商專學報,45,1-99。
林寶山(1998)。教學論。台北:五南。
林心茹譯(2000)。自律學習。台北:遠流。
林文正(2001)。國小學生自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究。未出版之碩士論文,屏東師範學院/教育心理與輔導研究所,屏東。林坤生(2004)。高雄縣市國中小教師自我調控學習素養與其隔空學習媒體偏好之研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-58.林清山、張景媛(1994)。國中生代數應用題教學策略效果之評估。教育心理學報,27,35-62。林素芬(2005)。網路學習及傳統教室學習對國小學童性別平等教育學習成效之研究。未出版之碩士論文,明道管理學院教學藝術研究所,彰化。林桑瑜(2002)。高中生自我調整學習策略之研究。未出版之碩士論文,國立成功大學教育研究所,台南。周惠文 (1999)。網路合作學習環境對英語拼音學習成效之影響。資訊與教育,72,57-76。
胡春洞 (1990)。英語教學法。北京:高等教育出版社。
邵瑞珍、皮連生、吳慶麟(1997)。教育心理學。上海:上海教育出版社。
邱貴發(1998)。網路世界中的學習之理念與發展。教育研究資訊,6(1),20-27。姚永錩(2003)。網路大學建置之關鍵成功因素探討 — 以『中山網路大學』為例。未出版之碩士論文,國立中山大學資訊管理學系,高雄。侯玫如(2001)。多重目標導向對國中生認知、動機、情感與學習行為之影響。未出版之碩士論文,國立成功大學教育研究所,台南。桂詩春(1994)。實驗心理語言學綱要。長沙:南教育出版社,74-76。
張新仁(1989)。學習策略訓練之初探。教育文粹,18,86-94。張文葉( 2004)。傳統教學與媒體教學對學生學習成效影響之研究。未出版之在職專班碩士論文,大葉大學資訊管理學系,彰化。張酒雄、張玉茹(1998)。國民中學學生英語學習策略與英語學習成效相關之研究。教育學刊,14,115-154。張梅雨( 1985)。成人學習外語之探討。未出版之碩士論文,政治作戰學院外國語文研究所,台北。張景媛(1992)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。國立台灣師範大學教育心理與輔導學系教育心理學報,25,201-243.張簡俊彥(2005)。國小實習教師於教育實習中自我調整學習之分析。未出版之碩士論文,國立台中師範學院諮商與教育心理研究所,台中。翁幸瑜(2000)。旅遊德文。台北:敦煌。
國際數位傳播(2005)。第三季台灣PC市場出貨量呈現大幅成長。線上檢索日期:2005年12月8日。網址:http://www.idc.com.tw/report/News/Taiwan/news_Taiwan_05113-1.htm
許玉靜(2006)。多媒體敎學法和講述式教學法對國中生自然與生活科技領域學習成效之影響研究-以[生物體的組成]為例。未出版之碩士論文,明道管理學院教學藝術研究所,彰化。許余龍(1998)。對比語言學概論。上海:上海外語教育出版社,309。
莊石瑛(2004)。英文寫作自我效能、目標導向與自我調整學習策略之探討。未出版之碩士論文,屏東科技大學技術及職業教育研究所,屏東。陳玉玲(2002)。自我調整學習理論探究及相關研究。國立高雄師範大學教育學習教育學刊,19,27-45。陳品華(2000)。二專生自我調整學習之教學研究。2000海峽兩岸技職(高等職業)教育學術研討會論文集(下),(頁668-684)。
陳玟伶(2001)。國小高年級兒童自我調整歷程之個案研究。未出版之碩士論文,臺中師範學院國民教育研究所,台中。陳明琪(2003)。多媒體網路教學與傳統教學對學習效果之比較-以商業類科為例。教學科技與媒體,63,49-64。陳銘村(2005)。成人網路學習者學習風格、自我調控與學習成效關係之研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究。未出版之碩士論文,國立政治大學教育研究所,台北。陳湘琪(1999)。國小六年級學生數學自我調整學習與解題表現之關係。未出版之碩士論文,國立嘉義師範學院國民教育研究所,嘉義。曾久珍(1996)。如何在國中音樂教學中應用「自我調整學習」理念之探討。未出版之碩士論文,國立臺灣師範大學音樂研究所碩士論文,台北。曹勝雄(2001)。觀光行銷學,台北:揚智文化。
梁佳玲(2001)。影響網路學習成效之因素研究。未出版之碩士論文,屏東科技大學管理資訊學系,屏東。程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究。未出版之博士論文,國立台灣師範大學教育心理暨輔導研究所,台北。程炳林(2002b)。多重目標導向、動機問題與調整策略之交互作用。師大學報,47(1),39-58。
程炳林、林清山 (2002a)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-60。葉琬琪(2005)。國中英語教師成就動機與自我調控學習關係之研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。楊招謨、陳東陞(1997)。國小高年級學童學習策略之研究。特殊教育與復健學報,5,169-198。楊潔欣(2004)。壽險業內勤人員工作輪調、自我調控學習與工作滿意之關係研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。溫嘉榮(1998)。學習特質對遠距離學習表現之影響。中學工藝教育,34(6),7-13。
溫嘉榮(2003)。網路教學的理論與實務。全國教育資訊學術研討會論文集。(頁35-51)。
經濟部投資業務處(2005)。瑞士投資環境。線上檢索日期:2005年12月8日。網址︰http://www.idic.gov.tw/content/doc/瑞士投資環境.doc
趙之棋(1998)。師院生性健康教育教學效果研究 —網頁教學和講述式教學的比較。未出版之碩士論文,花蓮師範學院國小科學教育研究所,花蓮。
劉惠芬、孫欽儒(2000)。人際傳播對網路教學的影響。第四屆全球華人教育資訊科技大會論文集,2,551-557。新加坡,2000。
劉財坤(2004)。台灣南部地區國民中小學教師自我調控學習與終身學習素養之研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。劉佩雲(1998)。兒童自我調整學習之研究。未出版之博士論文,國立政治大學教育研究所,台北。劉佩雲(2000)。自我調整學習模式之驗證。教育與心理研究,23,173-206。劉惠如(1999)。整合式網路教學之教學設計與評量。未出版之碩士論文,國立中山大學資訊管理研究所,高雄。劉惠安、林聰敏 (2004)。歐盟國家的外語能力檢定測驗內容與訂定過程:簡介歐洲語言測驗者協會的分類與分級。教育研究資訊,12(2),45-56。鄭淑芬(2002)。兒童與青少年後設認知發展和家庭教育的啟示。高苑學報,8。143-162。潘盈君(2004)。有無犯罪國中生自我調控能力與壓力因應策略之關係研究。未出版之碩士論文,國立高雄師範大學成人教育研究所,高雄。蔡振昆 (2001)。傳統教學與網路教學之比較研究 —從教學媒體、般及經營及教學評量來探討。未出版之在職專班碩士論文,國立中山大學資訊管理研究所,高雄。韓紅 (2002)。全球化語境下外語教學中的跨文化意識。外語學刊,1,105。
魏麗敏(1996 )。影響國小學生數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。未出版之博士論文,國立台灣大學教育心理與輔導研究所,台北。魏麗敏(1997)。影響國小兒童數學成就之自我調節學習與情感因素分析之研究。台中師院學報,11,37-63。
英文部分
Alavi, M. (1994). Computer-Mediated Collaborative Learning: An empirical evaluation. MIS Quarterly 18(2), 150-74.
Alavi, M., Wheeler, B. C. & Valacich, J. S. (1995). Using IT to reengineer business education: An exploratory investigation of collaborative tele-learning. MIS Quarterly, 19(3), 293-313.
Alavi, M., Yoo, Y. & Vogel, D. R. (1997). Using information technology to add value to management education. Acdemy of Management Journal, 40(6), 1310-1333.
Al-Jarf. R. (2004) . The effects of web-based learning on struggling EFL college writers. Foreign Language Annals 37 (1). 12-15.
Allen, G., & Thompson, A. (1995). Analysis of the effect of networking on computer-assisted collaborative writing in a fifth grade classroom. Educational Computing Research, 12(1), 65-75.
Anderson, R., & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper Saddle River, N.J.: Prentice-Hall.
Appel, Christine & Gilabert, Roger (2002): Motivation and task performance in a task-based web-based tandem project. In: ReCall 14, 16-31.
Argyle, K. & Schields, R. (1996). Is there a body in the net? In R.Shields(Eds.). Cultures of intern─virtual spaces, real histories, living bodies. London: SAGE publications Ltd. 59-60.
Atkins, R. (1998). The life story interview. Thousand Oaks, CA: SAGE.
Au,K.H. (1998). Social constructivism and the school literacy learning of students of
Diverse backgrounds. Journal of Literacy Research, 30(2),297-319.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehard and Winston.
Bacon, S.M. (1992). The relationship between gender, comprehension, processing
strategies, cognitive and affective response on foreign language listening. Modern language Journal, 76, 160-177.
Baddeley, A.D. (1986). Working memory. London: Oxford University Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Gliffs, NJ: Prentice-Hall.
Bandura, A., Adams, N.E., & Beyer, J. (1977). Cognitive processes mediating behavioral change, Journal of Personality and Social Psychology, 35(3), 125-139.
Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity. Quarterly Review of Distance Education, 3(2), 161-179.
Barrutia, R. (1997). The approaches to self-instructional language study: Computerized foreign language learning. Hispania, 53, 361-371.
Bernhardt, E., Rivera,R., & Kamil,M. (2004). The practicality and efficiency of web- based placement testing for college-level language programs. Foreign Language Annals 37 (3), 39-42.
Bialystok, Ellen. (1990). A theoretical model of second language learning. Language Learning 28, 69–83.
Bodner, G. M. (1986).Constructivism: A theory of knowledge, Journal of Chemical Education, 63(1), 873-878.
Boekaerts, M. (1999). Self-regulated learning: Where we are today? International Journal of Educational Research, 31, 445-457.
Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich and M. Zeidner(Eds.), Handbook of self-regulation(pp.417-450). San Diego, CA: Academic Press.
Boekaerts,M.,Pintrich, P.R. & Zeidner, M.(2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Boshier,R.W.(1971).Motivational orientations of adult education participants:A factor analytic exploration of Houle’s typology .Adult Education,21(2),3-26.
Brett, P. (1997). A comparative study of the effects of the use of the multimedia on reading comprehension. System, 25 (1) ,39-53.
Brindley, G. (1998). Assessing listening abilities. Annual Review of Applied Linguistics, 18, 171-191.
Brooks, D. (1997). Web-teaching: A guide to interactive teaching for the World Wide Web. New Your: Plenum Press.
Brown, H. D. (1981). Affective factors in second language learning. In J.E. Alatis (Ed.), The second language classroom (pp.113-129). New York: Oxford University Press.
Brown, A.L.(1987). Metacognition, executive control, self-regulation, and other more mysterious mechnanisms. In: F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation, and understanding. (pp. 1-19) Hillsdale, NJ: Lawrence Erlbaum.
Brown, A.L., & Smiley, S.S. (1978). The development of strategies for studying texts. Child Development, 49,1076-1088.
Brown, H.D. (1993). The principles of language learning and teaching(3rd Ed. ). Englewood: Gliffs, NJ Prentice Hall Regents.
Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedegogy. Englewood: Gliffs, NJ Prentice Hall Regents.
Brown, H. D. (2001). Some practical suggestions for strategies-based instruction. Selected Papers from the Tenth International Symposium on English Teaching, (pp. 15-20). Taipei: The Crane publishing Co.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. G. (1983). Learning, remembering and understanding. In P. H. Mussen (Ed.), Handbook of child psychology (Vol.3, pp. 77-166). New York: John Wiley & Sons.
Brown, H.D., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
Brown R., & Pressley, M. (1994). Self-regulated reading and getting meaning from text: The transactional strategies instruction model. In D. H., Schunk & B. J., Zimmerman (Eds.), Self-regulation of learning and performance (pp. 155-180). Hilladale, New Jersey: Lawrence Erlbaum Associates.
Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Research, 65, 245-28.
Chamot A.U., Barnhardt S., EI-Dinary P.B. & Robbins J. (1999). The learning strategies handbook. New York: Longman.
Chastain, K. (1988). Developing second-language skills: Theory and practice. (3rd ed.). New York: Harcourt Brace Jovanovich.
Chikamatsu, N. (2003). The effects of computer use on L2 Japanese writing. Foreign Language Annals 36 (1), 15-21.
Chun, D.M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. System, 24(4), 503-519.
Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education, Educational Psychologist, 23, 87-103.
Cooper, L. (2001). A comparison of online and traditional computer applications classes. T.H.E. Journal 28 (8),16-25.
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary educational Psychology, 11, 336-346.
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analysis of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(1), 131-142.
Crawford, Caroline,(2004). Non-linear instructional design model: Eternal, synergistic design and development. British Journal of Educational Technology, 35(4).413-420.
Cross, K. P. (1981). Adult as learner: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
Crotty, J. (1984). Instruction via an intelligent videodisc system versus classroom instruction for beginning college French students: A comparative experiment. Unpublished doctoral dissertation, The University of Kansas.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A Reassessment. In: Applied Linguistics 2, 132-149.
Darkenwald, Gordon G and Sharan B. Merrian. (1982). Adult education: Foundations of practice. New York: Harper & Row, Publishers.
Davidson, J. (1997). The principles of adult teaching. Journal of Adult Education, 9(2), 48-51.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Pleum.
Deville, G., Kelly, P., Paulussen, H.,Vandecasteele & Zimmer, C. (1996). The use of a multi-media support for remedial learning of English with heterogeneous groups of false beginners. Computer Assisted Language Learning, 9(1), 75-84.
Dharmadosa, K. H. and Gorrell, J. (1996). Elements of self-regulation in students’ scripts related to particular learning situations. Paper presented at the Annual Meeting of the mid-south Educational Research Association. November, Tuscaloosa, AL.
Dick, W. & Carry, L.(1996). The systematic design of instrucation. (4th). Harper Collins College Publisher.
Engel, D., & Myles, F. (1996). Grammar teaching: The major concerns. In D. Engel & F. Myles (Eds.), Teaching grammar: Perspective in higher education. London: Association for French Language Studies, the Center for Information on Language Teaching and Research.
England, L. T. (1984). The role of motivation and language use in learning English as a second language in adult learners. University of Illinois at Urbana-Champaign.
Everson, H. T., & Tobias, S. (1997). Development and validation of an objectively scored measure of metacognition appropriate for group administration. Paper presented at the annual convention of the American Educational Research Association, San Francisco, CA.
Everson, H. T., & Tobias, S. (2001). The ability to estimate knowledge and performance in -college: A metacognitive analysis. In H. J. Hartman (Ed.), Metacognition in learning and-instruction (pp. 69-83). Dordrecht , Netherlands : Kluwer.
Eom, Wooyon. (1999). The effects of self-regulated learning strategy on academic achievement in a computer-network hypertext/hypermedia learning enviorement. Unpublished doctoral dissertation. Florida State University College of Education.
Farivar, S. H.(1985). Developing and implementing a cooperative learning program in a middle elementary classroom. Dissetation abstracts internation, 46,1823, 6-10.
Finocchiaro, M. (1989). English as a second/foreign language: From theory to practice (4th ed.). Englewood Cliffs, NJ:Prentice-Hall Regents.
Gale, L. E. (1991). Macario, montevidisco, and interactive digame: Developing interactive video for language instruction. In W. F. Smith (Ed.), Modern technology in foreign language education: Applications and projects (pp.235-249). Lincolnwood, IL: National Textbook Company.
Gao, C. Z. (2001). Second language learning and the teaching of grammar. Retrieved March 15, 2005 from proquest.umi.com/pqdweb?did=110692209&sid=9&
Fmt=3&clientld=38979&RQT=309&VName=PQD.
Garcia, T. & Pintrinch, P. R. (1993). Self-schemas, motivational strategies and self-regulated learning. Paper presented at the Annual Meeting of the American Educational Research, Atlanta(ERIC Document NO.ED 359 234).
Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23, 392-418.
Gardner, R.C. & Lambert, W.E. (1959). Motivation variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowledy, MA.: Newbury House Publishers.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, RC, & Clement, R. (1990). Social psychological perspectives on second language acquisition. In H. Giles & R. St. Clair (Eds.), Language and Social psychology (pp. 218-243). Oxford: Blackwell Press.
Gilliam, E. S. (1990). Metacognitive processes and learning behavior evidenced by teachers of varying cognitive styles during self-regulated learning. Dissertation. The University of Vermont and State Agricultural College.
Goodenough.(1981).Culture, language and society. California University Press,22.
Gordon, W. I., Lindner, R. W., & Harris, B. R. (1996). A factor analytic study of the Self-regulated learning inventory. Paper presented at the Annual Meeting of the America Educational Research Association, New York.ERIC ED 402 334
Hackman, J.R., & Oldham, G.R.(1975). The Hackman-Oldham job characteristics model and job design. Retrieved 11.24, 2006. from the World Wide Web: http://www.geocities.com/Athens/Forum/1650/hackmanoldham.htm
Hagino, H. (1999). Activities to foster listening strategies. Paper, AILA, Tokyo.
Hansen, J., & Pearson, Pl D. (1983). An instructional study: Improving the inferential. Education, 19, 301-341.
Hargis, J. (2001). Can students learn science using the Internet. Journal of Research on Computing in Education, 33(4), 475-486.
Harmon, J. M. (1998). Vocabulary teaching and learning in a seventh-grade literature-based classroom. Journal of Adolescent & Adult Literacy, 41(7), 518-529.
Harmon, J. M. (2002). Teaching independent word learning strategies to struggling readers. Journal of Adolescent & Adult Literacy, 45(7), 606-615.
Halliday M A K(1985). An introduction to functional grammar. London : Edward Arnold,36.
Hartley, K., & Bendixen, L.D. (2001). Educational research in the internet age: Examining the role of individual characteristics. Educational Researcher, December 2001, 22-26.
Hawson, A. (1996). A neuroscientific perspective on second language learning and academic achievement. Bilingual Review, 21(2), 101-123.
Hawson, A. (1997). Paying attention to attention allocation in second language learning: Some insights into the nature of linguistic thresholds. Bilingual Review, 22(1), 31-49.
Hermann G. (1980). Attitudes and success in children’s learning of English as a second language. The motivational versus the resultative hypothesis. English Language Teaching Journal,34,247-249.
Hertel, T. (2003). Using an e-mail exchange to promote cultural larning. Foreign Language Annals 36 (3), 15-22.
Herzberg,F. (1964).The motivation-hygiene concept and problems of manpower. Journal Personnel Administration.January-February, 3(7),134-142.
Hickey , D. T. (1997) . Motivation and contemporary socio - constructivist instructional perspectives. Educational Psychologist, 32 (3) ,175 - 193.
Hiltz, S. R., and Wellman, B. (1997). Asynchronous learning networks As a virtual. classroom. Communications of the ACM, 40(9), 44-49.
Hong, L. (2002). Using games in teaching Englosi to young learners. Retrieved September 11, 2003 form the World Wide Web: http://iteslj.org/Lessons/Lin-UsingGames.html
Hopper, S. & Hannafin, M. J. (1991). The effects of group composition on achievement, interaction, and learning cooperative instruction, ETR & D, 39(3), 21-38.
Horowitty, E. K., Horowity, M. B., & Cope, J. (1986). Foreign language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86(3), 368-383.
Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71, 575–611.
IDC.(2005b). Asia/Pacific (Excluding Japan) Consumer internet usage survey 2005.
Retrieved December 08, 2005 from the World Wide Web: http://www.idc.com.tw/report/News/news_051021.htm
James, Anne Birge (2005). Self-regulated learning in a field-based setting: Metacognitive and motivational strategies used therapy fieldwork students to develop clinical competence. Dissertation of The University of Connecticut.
Jarvis, P. (1995). Adult and continuing education: Theory and practice (2nd ed.). London: Routledge.
Johnson, D. W. & Johnson, R. T.(1987). Structuring cooperative learnin: learning teachers: The 1987 handbook of lessons plans for teacher. Edina, MN: Interation book company.
Joiner, E.G. (1997). Teaching listening: How technology can help. In M.D. Bush & R.M. Terry. (Eds.). Technology-enhanced language learning.(pp.77-120). Lincolnwoodd, IL.: National Textbook Co.
Jonnassen, D., & Wang, S. (1993). Acquiring structural knowledge from semantically structured hypertext. Journal of Computer Based Instruction, 20, 1-8.
Kearsley, K.(1996).The World Wide Web:Global access to education. Educational
Technology Review, 5, 26-30﹒
Keegan, D.(1986)﹒Problems in defining the field of distance education.The American
Journal of Distance Education, 2(2), 4-11﹒
Keller, F. S.(1968)﹒Good-bye Teacher.Journal of Applied Behavior Analysis, 1, 79-89﹒
Keller, J. M. & Suzuki, K. (1998). Use of the ARCS model in courseware design. In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp.401-434). Hillsdale, NJ: Lawrence Erlbaum Associates.
Khan, B. H.(1998)﹒Web-based instruction(WBI):An introduction.Educational Media International, 35(2), 63-71.
Kim, W. C. M. (1987). The colloquial Korean interactive videodisc project. CALICO Journal, 4(4), 71-81.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Revised and updated. Englewood Cliff, New Jersy: Cambridge Adult Education.
Kramsch, C. (2000). The second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 311-326.
Krashen,S.D. (1982).Principles and practice in second language acquisition. Oxford : Pergamon .
Krashen, S. D., & Terrell, T. D. (1988).The natural approach: Language acquisition in the classroom. New York: Prentice Hall.
Kuhl, J.(1984). Volition aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control. In B. A. Maher(Eds.), Progress in experimental personality research(pp.99-171). New York: Academic Press.
Kuhl,J.(1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl and J. Beckman (Eds.). Action control: From cognition to behavior (pp.101-128). New York: Springer-Verlag.
Kuhl, J.(1987). Action control: The maintenance of motivational states. In F. Halisch and J. Kuhl(Eds.), Motivation intention and volition (pp.279-291). Berlin, German: Springer-Verlag.
Kuhl, J.(2000). A functional design approach to motivation and self-regulation: The dynamics of personality systems and interactions. In M. Boekaerts, P. R. Pintrich and M. Zeidner(Eds.), Handbook of self-regulation(pp.111-169). San Diego, CA: Academic Press.
Laflamme, J.G. (1997). The effect of the multiple exposure method and the target reading/writing strategy on test scores. Journal of Adolescent & Adult Literacy, 40(5), 372-381.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Melbourne.
Lambert, W.E. (1974). Culture and language as factors in learning and education. In F.E. Aboud and R.D. Meade (Eds.), Cultural factors in learning and education. Bellingham, Washington: Fifth WesternWashington symposium on Learning. 45-48.
Lambert, W.E.& Klineberg, O. (1967). Children’ view of foreign people. NY: Appleton-Centure-Crofts.
Lando, J. (1996). The effect of instruction on the use the past tense system in the writing of learners of Italian. Unpublished doctoral dissertation, La Trobe University, Melbourne.
Lando, J. (1999). Learning second language grammar: Teachers and learners at work. Babel, 34(1), 26-27, 36.
Larsen-Freeman, D. (1997). Grammar and its teaching: Challenging the myths. ERIC Digest. ERIC No. ED 406 829.
Leidner, D. E., & Jarvenpaa, S. L. (1995). The information age confronts education: Casestudies on electronic classrooms, Information Systems Research, 4(1), 24-55.
Lenneberg, E.H.(1967). Biological Foundations of Language., Wiley and Sons, New York.
Levy,M.(1997). Computer-assisted language learning: Context and conceptualization. Oxford, England: Clarendon Press.
Leu, D. J. (1996). Sarah’s Secret: Social aspects of literacy and learning in a digital information age. The Reading Teacher October.
Leu, D. J., and D.D. Leu. (1997). Teaching with the internet: Lessons from the classroom. Norwood, MA: Christopher-Gordon.
Li, Y.C. (2003). Effects of the ‘focus on form’ approach on EFL learning in an immersion program in Taiwan. Unpublished master’s thesis, National Chin Hwa University, Chin Sun.
Lightbown, P. M. (1998). The importance of timing in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177-196). New York: Cambridge University Press.
Lincoln, Y.S. & Guba, E.G. (1990). Naturalistic Inquiry. Beverly Hills: Sage.
Lindner, R.W. & Harris, R.R.(1992). Self-regulated learning and academic achievement in college students. Paper presented at the annual convention of American Educational Research Association, San Francisco:CA.
Lindner, R.W. & Harris, R.R.(1993). Teaching self-regulated learning strategies. Paper presented at the convention of association for educational communications and technology. 15th New Orleans. Louisiana. Jan. 13-17.
Lindner, R.W.& Harris, B. (1996). The development and evaluation of a self-regulated learning inventory and its implications for instructor. (ERIC Document Reproduction Service No. ED348010).
Liou, H.C. (1994). Recent CALL research and development in Taiwan. Forum. Computer Assisted Language Learning, 7, 271-276.
Liou, H.C. (1992). The automatic of text-analysis project of EFL writing revision. System, 20(4), 481-492.
Locke, E.A., & Latham, G.P. (1990). A theory of goal-setting and task performance. Englewood Cliffs, New Jersey: Prentice-Hall.
Lukmani, Yasmeen. (1994) Discourse patterns and communication strategies in NN writing in examination answers in Economics. Working Papers in English and Applied Linguistics (pp. 97-107). Great Britain: University of Cambridge.
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75(3), 296-304.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
MacGregor,S.Kim(1984).Research issues in computer-assisted learning environments.
Retrieved December 18, 2004 from the World Wide Web: . http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED265823&lang=zh-tw&site=ehost-live.
Madylus, O. (2002). Teaching teenagers grammar. Retrieved December 8, 2004 from the World Wide Web:
http://www.onestopenglishcom/News/Magazine/children/teaching_grammar.htm
Malhotra, Yogesh (1993). Interactive educational multimedia: Coping with the need for increasing data storage. Educational Technology, 34(4), 38-46.
Marki, R. H., Maki, W. S., Patterson, M. & Whittaker, P. D. (2000). Evaluation of a web-based introductory psychology course: I. learning and satisfaction in online versus lecture courses, behavior research methods, instruments and computers, 32(2), 230-239.
Martin, R.A. (1999). Perceptions regarding adult learners motivation to participate in educational programs. Journal of Education, 40 (4),38-46.
Masters-Wicks, K., Postlewate, L., & Lewental, M. (1996). Developing interactive instructional software for language acquisition. Foreign Language Annals 29(2), 217-222.
McBride, N., & Seago, K. (1996). The A to Z of grammar: An integrated CALL project. Computer Assisted Language Learning, 9(1), 45-61.
McCombs, B. L. (1989). The role of the self-system in self-regulated learning. Contemporary Educational Psychology, 11, 314-332.
McComb, B. L. (2001). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp.67-123). Mahwah, NJ: Elbaum.
McDonough, Sharon K.(2001).Promoting self-regulation in foreign language learners. ProQuest Education Journals,74(6), 323-326.
Mckane, P. F., & Greene, B. A. (1996). The use of theory-based computer assisted instruction in correctional centers to enhance the reading skills of reading-disadvantaged adults. Journal of Educational Computing Resarch, 15(4), 331-344.
McLaughlin, B., Rossman, T. & McLeod, B. (1983). Second language learning: An information processing approach. Language Learning, 3(2), 135-158.
McManus, Thomas Edward. (1998). Self-regulated learning and web based hypermedia learning environments: The effect of instructional strategies and learner self-regulation on achievement. Dissertation. The University of Texas at Austin.
McWhaw, K. and Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26, 311-329.
Mevarech, Z.R. (1993). Who benefits from cooperative computer-assisted instruction. Journal of Education Computing Research, 9(4), 451-464.
Miller, D. C., & Byrnes, J. P. (2001). To achieve or not to achieve: A self-regulation perspective on adolescents’ academic decision making. Journal of Educational Psychology, 93, 677–685.
Miller, D.C., Partelow, L.A. & Sen, A. (2004). Self-regulatory reading processes in relation to fourth-graders’ reading literacy. Paper presented at the annual meeting of the American Educational Research Association, April, 2004, San Diego, CA.
Moore, M. G.(1984)﹒On a theory of independent study.In David Sewart, Desmond Keegan & Borje Holmberg(Eds.)Distance Education:international perspective.London:Croom Helm.68-94﹒
Moore, M.G. (1996).Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York, NY: Routledge.
Moore, G. S. (1996). Distance education: a system view. Belmont, CA: Wadsworth Publishing Company.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106). Boston, MA: Heinle & Heinle Publishers.
Morrison, H. W. , & Adams, E. N. (1968). Pilot Study of a CAI laboratory in Berman. The Modern language Journal, 52(5), 279-287.
Musumeci, D. (1997). Breaking the tradition: An exploration of the historical relationship between theory and practice in second language teaching. New York: McGraw-Hill.
Nagata, N. (1997). The effectiveness of computer-assisted metalinguistic instruction: A case study in Japanese. Foreign Language Annals. 30(2), 187-200.
Nagata, N., & Swisher, M. V. (1995). A study of consciousness-raising by computer: The effect of metalinguistic feedback on second language learning. Foreign language annals, 28(3), 337-347.
Nagy, W. E. (1998). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
Nakata, Y. (1999). The effects of listening strategy training on listening competence. Paper, MILA, Tokyo.
Nattiv,A. (1986). The effects of cooperative learning instruction strategies on achievement among sixth grads social studies.University of California, Sants Barbara, 19-20.
Nemerow, L. G. (1996). Do classroom games improve motivation and learning? Retrieved August 20, 2001 from the World Wide Web: http://global.umi.com/pqdweb?INT=0&TS=1043287741&Did=000000
Neufeld, G.(1978). On the acquisition of prosodic and articulatory features in adult language learning., in: Canadian Modern Language Review, 35 , 163-194.
Oller, J.W. (1977). A program for language testing research.Language Learning,4, 141-165.
Paris, S.G. & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B.J. Zimmerman and D.H. Schunk (Eds.). Self-regulated learning and academic achievement: Theory, research and practice (pp.170-200). New York: Springer-Verlag.
Paris, S. G.., Byrnes, J. P. & Paris, A. H. (2001). Constructing theories, identities and actions of self-regulated learners. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated Learning and Academic Achievement: Theoretical Perspectives(pp.253-287). Mahwah, NJ: Elbaum.
Patrick, H. & Middleton, M. J. (2002). Turning the Kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist ,37 (1),27-39.
Patrick, H., Ryan, A., & Pintrich, P. R. (1999). The differencial impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning & Individual Differences, 11(2), 153-172.
Pearson, E. M. and Podeschi, R.L. (1999). Humanism and individualism: Maslow and his critics. Adult Education Quarterly, 50(1), 41-55.
Pérez-Prado, A. and M. & Thirunarayanan, M. (2002). A qualitative comparison of online and classroom-based sections of a course: Exploring student perspectives. Educational Media International 39 (2), 18-26.
Perry , N. E. (2002) . Introduction : Using qualitative methods to enrich understandings of self - regulated learning [J ] . Educational Psychologist , 37 (1) ,1 -3 .
Perry, N.E., Phillips, L., & Hutchinson, L.R.(2006). Preparing student teachers to support for self-regulated learning. Elementary School Journal, 106, 237-254.
Peterson, P. W. (1991). A synthesis of methods for interactive listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 106-122). Boston, MA: Heinle & Heinle Publishers.
Piaget,J. (1976). The grasp of consciousness : Action and concept in the young child. Cambridge, MA : Harvard University Press.
Pintrich, P.R., & DeGroot, E.V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Education, 82(1), 33-40.
Pintrich, P.R. (1999b). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Education Research, 31, 459-470.
Pintrich, P. R. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner(Eds.), Handbook of self-regulation. (pp. 13-39). San Diego, CA: Academic Press.
Powell, R., Conway, C., & Ross, L. (1990). Effects of student predisposing characteristics on student success. Journal of Distance Education, 5(1), 20-37.
Redmond, M., and Sweeney, N. (1995). Multimedia production: Non-linear story-telling using digital technologies, in contextual Media. E. Barrett, and Redmond, M. (eds.), MIT Press, 87-102.
Roblyer, M. (2003). Integrating educational technology into teaching (3rd edition). Upper Saddle River, N.J.: Pearson Education.
Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles E. Merrill Publishing Co.
Rothrock, D. (1982). The rise and decline individualized instruction. Educational Leadership, 39, 528-531.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-26.
Rotter, J. B. (1990). Internal versus external control of reinforcement: A case history of a variable. American psychologist, 45(4), 480-493.
Rouet, J., & Levonen, J. J. (1996). Studying and learning with hypertext: Empirical studies and their implications. In J. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp.9-23). Mahwah, NJ: Lawrence Erlbaum Associated.
Ruddell, M. R. & Shearer, B. A. (2002). “Extraordinary, ” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the Vocabulary Self-Collections Strategy (VSS). Journal of Adolescent Adult Literacy, 45(5), 352-363.
Rupley, W. H., Logan, J. W. & Nichols W. D. (1999). Vocabulary instruction in a balance reading program. The Reading Teacher, 52(4), 336-346.
Ruschoff, B. & Ritter, M. (2001). Technology-enhanced language learning: Construction of knowledge and template-based teaching in the foreign language classroom. Computer Assisted Language Learning,14 (3-4),219-232.
Salisbury-Glennon, J.D., Gorrell, J., Sanders, S., Boyd, P. & Kamen, M. (1999). Self-regulated learning strategies used by the learners in a learner-centered school. Paper presented at the Annual Meeting of the American Educational Research Association. April 19-23, 1999. Montreal, Quebec, Canada.
Savignon, S. J. (1972). Communicative competence: An experiment in foreign-language teaching. Philadelphia: Center for Curriculum Development.
Savignon, S. J. (2000). Communicative language teaching. In M. Byram (Ed.), Routledge Encyclopaedia of Language Teaching and Learning (pp. 124-129). London: Routledge.
Schapiro, S. R. and Livingston, J. (2000). Dynamic self-regulation: the driving force behind academic achievement. Innovative Higher Education, 25(1), 23-35.
Schitai, A. (1989). The design and development of an interactive videodisc for foreign language learning. Educational Technology, 29(7), 48-52.
Schoonen Rob & Hulstijn, Jun (1998). Language learning, 48, 71-107.
Shuell, T.J. (1986) Cognitive conceptions of learning. In: Review of Educatonal Research. 56, 411-436.
Schunk, D. H. and Zimmerman, B. J. (Eds.).(1998). Self-regulated learning: From teaching to self-reflective practice. Preface. New York: The Guilford Press.
Schumann, J.H. (1978). The acculturation model for second language acquisition. In R.C. Gingras (Ed.) Second language acquisition and foreign language teaching (pp. 27-50). Washington DC: Center for Applied Linguistics.
Schumann, J. H. (1990). The role of the amygdala as a mediator of affect and cognition in second language acquisition. In J.E. Alatis, Ed., Georgetown University Round Table on Languages and Linguistics, 169-176.
Schutte, J. G. (1997). Virtual teaching in higher education: The new intellectual superhighway or just another traffic jam. California state University: CA. Retrieved August 20, 2005 from the World Wide Web: www.csun.edu/sociology/virexp.htm.
Shie, J. S. (2003). Aspetis of EFL games. Taipei: The Crance Publishing Company.
Skinner, B. & Austin, R. (1999).Computer conferencing : Does it motivate EFL students?.In: ELT Journal 53, 270-279
Slobin, D. (1993). Cognitive prerequisites for the development of grammar. In C. Ferguson & D. Slobin (Eds.), Studies of child language development (pp. 175-208). New York: Appleton-Century-Crofts.
Smith, G., Ferguson,D.& Caris, M. (2001). Teaching college courses online vs. face-to-face. T.H.E Journal 28 (9), 19-28.
Squires, D.(1991). Effective classrooms and schools: A research-based perspective. Washington, D.C.: Association for Supervision and Curriculum Development
St John, E., & Cash, D. (1995). German language learning via email: A case study. Recall, 7(2), 47-51.
Sullivan, Nancy & Pratt, Ellen (1996). A comparative study of two ESL writing environments. A computer-assisted classroom and a traditional oral classroom. In: System 24, 491-501.
Sy, B.M. (1996). Gender differences and perceptions on foreign language learning and language learning strategies. Paper from the Proceedings of the twelfth conference on English teaching and learning in the Republic of China. (pp. 215-229), Taipei: Crane Publishing.
Sysoyev, P. V. (1999). Integrative L2 grammar teaching: Exploration, explanation and expression. Retrieved Nov. 20, 2005 from the World Wide Web: http://iteslu.org/articles/sysoye-integrative.html
Tao, Liqing. (1995). How do we know about email —An existing and emerging literacy vehicle? Paper presented at the Annual Meeting of National Reading Conference. New Orlean, LA. November 29-December 2.
Thach, L., & Murphy, K.L. (1994). Collaboration in distance education: From local to international perspective. The American Journal of Distance Education, 8(3), 5-21.
Thomas, D. A. (1999). Adult achievement goal orientations and perceived ability: Impact on task choice, persistence and strategy use. Unpublished doctoral dissertation.. The University of Southern California of Education.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29, 332-342.
Tighe, V. F., Zufelt, D. (1988). Computer participation in second language teaching. Educational Technology, 28(12), 51-53.
Tobin, K., & Tippins, D. (1993). Constuctivism as a referent for teaching and learning. In K., Tobin (Eds,) The practice of constructivism in science education, Washington, DC: AAAS. 3-21.
Trave, N.L. & Sheckley, B.G. (2000). Changes in student’s self-regulation based on different teaching methodologies. Paper presented at the Annual Meeting of the Association for Institutional Research. Cincinnati, OH, May 21-24.
Trawick, L. V. (1998). Relationships among cognitive-motivational processes and academic failure. Paper presented at the annual meeting of the American Education Research Association, April 5-9, 1998. New Orleans, LA.
Tschirner, E. (2003). Skill, text, and register. Rethinking grammar in the IT age. In: W. Renandya (Hg.), Methodology and materials design in language teaching. Current perceptions and practices and their implication. Singapore, 70-87
Underwood, J. (1984). Linguistics, computers, and the language teacher: A communicative approach. Rowley, MA: Newbury House.
Vallance, M. (1998). The design and use of an Internet resource for business English learners. ELT Journal, 52(1), 38-42.
Van Dusen, G..C. (1997).The virtual campus: Technology and reform in higher education. ASHE-ERIC High Education Report, 25(5), 15-32.
Vandergrift, L. (1999), Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53, 168-76.
Vigil, R.G. (1992). Relationships of school readiness and academic achievement measures to socioeconomic status, ethnicity, sex, and school discontinuance. Ann Arbor: Mich.
Von Glasersfeld, E.(1989). An exposition of constructivism:Why some like it radical. (ERIC Document Reproduction Service No. ED 309935)
Vygotsky, K. S. (1978). Mind in society: The development higher psychological process. Edited and translated by M. Cole, V. John Steiner, S. Scribner, & E. Souberman. Cambridge, MA: Harvard University Press.
Wang, Yuping (2004). Distance language learning. Interactivity and fourth-generation internet-based videoconferencing. In: Calico Journal 21(2), 373-495.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 407-481.
Warschauer, M., Healey, D. (1998): Computers and language learning. An overview. In: Language Teaching 31, 57-71.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34,511-532.
Warschauer, M. & Healey, (1998). Computers and language learning: An overview. Language Teaching,31, 57-71.
Watters, C., Conley, M. & Alexander, C. (1998). The digital agora: Vusing technology for learning in the social science, Communications of the ACM, .41(1),50-57.
Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning, Academy of Management Journal, 40(6), 1282-1310.
Wedell, M. & Liu, Run Qing.(1995). Language Teaching and Learning. Beijing : High Education Publishing House, 89.
Wedemeyer, C.A.(1988). Back door learning in the learning society. In Sewart, D.,Keegan, D.& Holmberg, B.(Eds.), Distance Education. (pp.128-129). New York: Rowtledge.
Weinstein, C. E., & Mayer, R. E. (1986).The teaching of learning strategies. In M.Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York, NY: Macmillan.
Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35, 145-160.
Winne,P.H. (1996). A metacognitive view of individual differences in self-regulated learning. Learing & Individual differences, 8,327-354.
Winne , P. H. , & Perry , N. E. (2000) . Measuring self-regulated learning. In M. Boekaerts , P. R. Pintrich , & M. Zeidner ( Eds. ) , Handbook of self - regulation : Theory , research and applications. San Diego , CA : Academic.(pp.531-566).
Wolffe, R. (1997). The constructivist connection: Linking theory, best practice and technology. Journal of Computing in Teacher Education 12 (2), 210-218.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
Wolters, C. (1998). Self-regulted learning and college students regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
Wyatt, D. H. (1984). ESL applications of the computer-controlled videodisc player. Computers and the Humanities, 18, 243-249.
Yen, S. W. (2002). A study of teaching grammar communicatively in the EFL vocational high school classroom. Unpublished master’s thesis, Chung Cheng University, Chia Yi.
Yildiz, R., & Atkins, M. (1993). Evaluating multimedia applications. Computers in Education, 21(1-2), 133-139.
Yowell , C. M.& Smylie ,M. A.(1999). Self-regulation in democratic communities. Elementary School Journal , 9(2) ,469 - 490.
Yu, S.Y. (2005). The effects of games on the acquisition of some grammatical features of L2 German on students’ motivation and on classroom atmosphere. Unpublished doctoral dissertation. Education of the Australian Catholic University.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly 16(2), 195-203.
Zimmerman, B. J. (1986). Becoming a self- regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307-313.
Zimmerman, B. J. (1989). A social cognitive view of self- regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Yeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. theory into practice, 41(2), 64-70.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self- regulated learners: beyond achievement to self-efficacy . Washington, DC, USA : American Psychological Association.
Zimmerman, B. J. & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational
Psychology, 89(1), 29-36.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
Zimmerman, B. J. and Pons, M. M. (1990). Development of a structural interview for assessing student use of self-regulated learning strategies. American Educational Research. Journal, 23(4), 614-628.
德文部份
BIBB (2005). Der Online-Studiengang. Retrieved 2005.12.05. from the World Wide Web: http://www.bibb.de/de/limpact17598.htm
Bolton, S., Lauerbach, G.& Quetz, J. (Hrsg.)(1980). Fremdsprachen für Erwachsene. Eine Einführung in die Didaktik und Methodik des Fremdsprachenunterrichts in der Erwachsenenbildung., Cornelsen und Oxford University Press, Berlin.
EU-Kommision (2005). Eurobameter. Retrieved Januar 15, 2006 from the World Wide Web: http://europa.eu.int/comm/public_opinion/index_fr.htm.
Goethe Institut (2001). Gemeinsamer europäischer Referenzrahmen für Sprachen:Lernen, lehren, beurteilen. Retrieved Dec.12, 2005 from the World Wide Web: http://www.goethe.de/z/50/commeuro/303.htm.
Goethe Institut (2005). Zertifikat Deutsch. Übungs- und Infomaterial. Retrieved March 29, 2005 from the World Wide Web: http://www.goethe.de/lrn/prj/pba/zdt/mat/deindex.htm
Glück, Helmut (2002). Die Stellung der deutschen Sprache in Europa ma Ende des 20. Jahrhunderts. In: Kühn, Ingrid; Lehker, Marianne (Hrsg.): Deutsch in Europa: Muttersprache und Fremdsprache. Frankfurt am Main. Berlin: Lang, 2. durchgesehenen Auflage, 9-21.
Götze, Lutz (2004). Quousque tandem? Von der Verführbarkeit des Menschen durch die Maschine. In: DaF 25/1, 54-71.
Hess, Hans Werner. (1998). Lernwegweiser aus dem Internet. Die Erschließung von DaF-Materialien für das ergänzende Selbststudium. In : Zielsprache Deutsch 29(4), 173-180.
Jostes, Brigitte (2001). Das Europäisches Jahr 2001. Retrieved from 2005.11.25.
http://europa.eu.int/comm/education/policies/lang/awareness/year2001_de.html
Jürgen Quetz (2001).Der Germeinsame europäische Referenzrahmen. Info DaF-Informationen Deutsch als Fremdsprache , 553-563.
Kerschensteiner, G.: Theorie der Bildung., Teubner, Leipzig, 1928.
Kidd, J. R. (1979). Wie Erwachsene lernen., Westermann, Braunschweig.
Krumm,Hans-Jürgen (2003). Integration durch Sprache – ein falsches Versprechen? Oder : Bedingungen für einen intergrationsfördernden Sprachunterricht. Info DaF., 30(5), 413-427.
Kruse, W. (2003). Lebenslanges Lernen in Deutschland – Finanzierung und Innovation: Kompetenzentwicklung, Bildungsnetze, Unterstützungsstrukturen. Bonn: BMBF.
Liebscher, Grit (2003): Ein Modell kooperativen Lernens für einen Frenlernkurs Deutsch als Fremsprache. In: DaF 40(3), 135-140.
Löwe, H. (1976). Einführung in die Lernpsychologie des Erwachsenenalters., Studien-Bibliothek Kiepenheuer und Witsch, Köln.
Meyer, M.(1992). Negotiation of Meaning. Der Versuch einer handlungsorientierten Verknüpfung von Landeskunde und Politik im Englischunterricht (Sek.II)". Der fremdsprachliche Unterricht Englisch 26 (3), 16- 21.
Mitschian, Haymo (2004): Multimedia. Ein Schlagwort in der medienbezogenen Fremsprachendidaktik. In: DaF 41(3), 131-139.
Quetz, J.(1992). Lernschwierigkeiten Erwachsener im Anfangsunterricht Englisch: Bericht über eine Umfrage bei Teilnehmern an Englischkursen der VHS und eines Abendgymnasiums.Augsburg,Universität :Augsburger I&I Schriften.
Quetz, J. (1995). Neuere Forschungen zum Fremdsprachenlernen: Konsequenzen für den Unterricht mit Erwachsenen. In: Burger, G. (Hrsg.): Fremdsprachen- unterricht in der Erwachsenenblidung. Perspektiven und Allernative für den Anfangsunterricht., Hueber: Ismaning, 9-22.
Raasch, A. (1981). Französisch als Zielsprache. München: Hueber. 39-62.
Raasch, A.(1982). Der Lerner im Sprachunterricht. In: Borbein, V.(Hrsg.): Fremdsprachen in der Weiterbildung. Hueber: München.
Rampillon, U.(1997). Be Aware of Awareness – or Beware of Awareness?
Gedanken zur Metakognition im Fremdsprachenunterricht der Sekundarstufe I."
Rampillon, U. / Zimmermann, G. (Hrsg.): Strategien und Techniken beim Erwerb fremder Sprachen., Hueber: Ismaning,173-184.
Rampillon, U.: Aufgabentypologie zum autonomen Lernen., Hueber, Ismaning, 2000.
Richter, Regina (2002): Konstruktivistische Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. In: DaF 39(4), 201-206.
Roche, Jörg (2003). Plädoyer für ein theoriebasiertes Verhältnis von Software-Design und Software- Evaluation. In : DaF 40(2), 94-103.
Roche, Jörg & Scheller, Julija (2004). Zur Effizienz von Grammatikanimationen beim Spracherwerb. Ein empirischer Beitrag zu einer kognitiven Theorie des multimedialen Fremdsprachener-werbs. In: Zeitschrift für Interkulturellen Fremdsprachenunterricht 9 (1), 15. Retrieved September 11, 2004 from the World Wide Web:
http://www.ualberta.ca/~german/ejournal/roche-scheller2.htm
Rölser, Dietmar & Tschirner, Erwin (2002). Neue Medien und Deutsch als Fremdsprache. Viele Fragen und ein Aufruf zur Diskussion. In: DaF 39(3), 144-155.
Rösler, Dietmar & Tschirner, Erwin (2004). E-Learning Fremdsprachen – eine kritische Einführung. Tübingen.
Rösler, Deitmar & Tschirner, Erwin. (2005). Fremdsprachenlernen mit digitalen Medien. Bemerkungen zum vorläufigen Abschluss einer Diskussion. In: DaF., 42(2), 74-79.
Runge, Julia Möller & Ruth, Burbat (2005). DaF Lernen und Lehren im neuen Millennium: konstruktiv, kommunikativ und kohärent. Info DaF, 32(4), 359-369.
Schneider, Axel (2000). Die auswärtige Sprachpolitik der Bundesrepublick Deutschland. Eine Untersuchung zur Förderung der deutschen Sprache in Mittel- und Osteuropa, in der Sowjetunion und in der GUS 1982-1995. Bamberg.
Siebert, H., Dahms, W., Karl, C.(1982). Lernen und Lernprobleme in der Erwachsenen- bildung., Schöningh: Paderborn.
Son, Seongho (2004). DaF- Unterricht digital. In: DaF 41(2), 76-82.
Solmecke, G., Boosch, A.(1981). Affektive Komponenten der Lernerpersönlichkeit und Fremdsprachenerwerb., Narr: Tübingen.
Stark, Franz (2002b). Sprache als Instrument in der Außenpolitik. Die Praxis der Bundesrepublick Deutschland. In: H.P. Kelz (Hg.). Die sprachliche Zukunft Europas. Baden-Baden. 37-61.
Statistisches Bundesamt Deutschland.(2003). Bevölkerung. Retrieved October 25, 2005 from the World Wide Web:http://www.destatis.de/basis/d/bevoe/bevoetab10.htm
Tenberg, Richard (2003). Interaktionsformen und neue Medien aus der Sicht des Fernlernens. In: DaF., 40(4), 210-219.
Tschirner, Erwin (2000). Digitale Klassenzimmer Sieben Thesen zum Erwerb mündlicher Handlungsfähigkeit. In: E. Tschirner u. a. (Hg.), Schnittstellen. Lehrwerke zwischen alten und neuen Medien. Berlin, 66-93.
Vogel, K. / Solle, R.(1981).Über das Fremdsprachenlernen Erwachsener. Raasch, A. (Hrsg.): Französisch als Zielsprache., Hueber, Ismaning. 63-88.
Weidenmann, B. (1996). Instruktionsmedien. Ludwig-Maximilians-Universität. München. Institut für Erziehungswissenschaft und Pädagogische Psychologie. Arbeiten zur Empirischen Pädagogik und Pädagogischen Psychologie Nr. 27.
Wolff, Dieter. (1998). Lernstrategien beim Fremdsprachenlernen. In: Timm, J.P. (Hrsg.): Englisch lernen und lehren- Didaktik des Englischunterrichts. (pp. 70-77).Berlin: Cornelsen.