Abstracts - Earli

enhance self-regulated learning. Within the scope of an intervention study on fostering selfregulationamongst university students (N=79), learning strategy use should be improved bykeeping weekly, standardized logbooks about students’ employ of motivational and metacognitivestrategies. Two groups from different university courses completed the logbooks on a weeklybasis, one group attending courses on self-regulated learning, the other group attending courses inEnglish grammar. Each group was assigned a control group of the same course type withoutlogbooks. Learning behaviour, especially the use of metacognitive strategies, was assessed in apre-post evaluation design by means of a self-report questionnaire on strategy use. Additionally,the analyses of the standardized logbooks permitted process-related assessment of state variables.The pre-post-evaluation revealed that keeping logbooks improved strategy use for those studentswho attended a course on self-regulated learning; journalizing without further instruction on selfregulationcould not enhance learning behaviour. Results will be discussed consideringmotivational and situational aspects.Framework of teacher-learner autonomy, which is linked to learner autonomy: integrating theoryand practice to promote teacher-learner autonomy in teacher education practicesAyse Yumuk Sengul, Bilkent University, TurkeyThis study aims to promote a change in the perceptions of trainee teachers in terms of teacherautonomy, learner autonomy, and the interrelation between the two by designing andimplementing a framework of teacher-learner autonomy, which is linked to learner autonomy, in ateacher education course. The framework designed and implemented integrates theory andpractices concerning four areas of metacognitive awareness: learner awareness, learning processawareness, social awareness and subject matter awareness, with an underlying principle thatteacher as learner engagement in and reflection on the four areas of metacognitive awareness iscrucial in teacher development practices for self-directed professional learning and development aswell as pedagogical awareness of learner autonomy in language learning. Data were collected fromfourteen trainee teachers in a first-semester methodology course in a teacher development programat a university in Turkey through pre- and post-course questionnaires, post-course interviews ande-learning journals. The results revealed a significant change in the perceptions of trainee teachers,in that their own involvement in and reflection on both theory and practice concerning four areasof metacognitive awareness encouraged them to self-direct their professional learning anddevelopment. They were further able to link their self-directed professional learning experience topedagogical awareness for learner autonomy.Using learning strategies in a virtual learning environment at universityMelanie Germ, University of Munich, Department of Psychology, GermanyHeinz Mandl, University of Munich, Department of Psychology, GermanyThe aim of this field study was to identify major cognitive, metacognitive and resource-relatedstrategies applied by students during the process of self-regulated web-based learning in a virtuallearning environment at university. The focus was set on a situational inquiry of learningstrategies. Furthermore, the study aimed at finding results about motivational factors of strategyuse on the one hand and the effectiveness of the strategy use for the learning outcome on the otherhand. The inquiry was done before and after the self-regulated work in a virtual, text-basedlearning module by students. The results of the inquiry show that particularly cognitive elaborationstrategies and strategies of regulating and monitoring the learning process were used in the virtuallearning environment. According to the findings the management of effort and attention played amajor role in the learning process. Moreover, the findings clearly point to the fact that it is– 115 –