@article{oai:oiu.repo.nii.ac.jp:00000470,
 author = {山本, 玲子 and 齋藤, 榮二 and 石川, 保茂 and ヤマモト, レイコ and サイトウ, エイジ and イシカワ, ヤスシゲ and Yamamoto, Reiko and Saito, Eiji and Ishikawa, Yasushige},
 issue = {1},
 journal = {国際研究論叢 : 大阪国際大学紀要, OIU journal of international studies},
 month = {Oct},
 note = {P(論文), This study aims to prove that learners’ self-regulated learning behavior can be fostered through teacher advice in EFL class. Self-regulated learning may occur both in the class and outside the class. Can-do statements of self-regulated learning behavior were compiled by teachers with years of rich experience of teaching EFL at a junior high school. According to the can-do statements, junior high school students were categorized into levels 1 to 5 by teachers at a junior high school in Japan. On the basis of the findings of self-regulated learning questionnaires given to the students and interviews with the teachers, it was concluded that both teacher advice and the effect of that advice vary according to each student’s level.},
 pages = {73--84},
 title = {学習者の自己調整学習能力と教師の指導助言の関係},
 volume = {27},
 year = {2013}
}