Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

Abstract

The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

Developing academic literacy through self-regulated online learning

“…To maximise the benefits and manage the various challenges of online learning, the students in this study developed a range of strategies. Self-regulating strategies such as self-motivation, positive thinking, informationseeking and feedback combined, facilitated the learning processes as well as the achievement of learning goals (Wagner & Perels, 2012). Learning strategies affect the learners' selection, organisation and integration of new information, thus increasing efficiency in learning and preparing learners for more independent learning (Kiliç-Çakmak, 2010).…”

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

“…Additionally, higher levels of both reading and writing skills combine with a sufficient base of knowledge to aid in development of inferential and critical thinking/higher level cognitive skills (Cervetti and Hiebert, 2015). Wagner and Perels (2012) agreed, arguing that translation skills acquired in Latin instruction transfer to cross-curricular problem solving skills including analysis and synthesis. Acquiring a sufficient base of knowledge prior to developing analytical skills as well as instruction in Latin are hallmarks of the Classical Christian method.…”

“…While arguing against this method and for the natural or direct method of Latin instruction in which pupils are immersed in a Latin-only classroom from the start, Wingate (2013) challenged the notion that Latin translation skills led to higher learning in favor of Latin itself offering students more open windows into an appreciation of the classics. Wagner and Perels (2012) chose Latin instruction to study self-regulation and which interventions and processes might promote translation skills precisely because the study of Latin is thought of as old and outdated by many non-Classical modern scholars. Wagner and Perels (2012) saw the beauty and transferability of Latin skills, however, and wrote interventions to help students self-regulate studies in Latin and then use these new competencies to improve study skills in other endeavors toward "lifelong learning" (p. 1).…”

“…Wagner and Perels (2012) chose Latin instruction to study self-regulation and which interventions and processes might promote translation skills precisely because the study of Latin is thought of as old and outdated by many non-Classical modern scholars. Wagner and Perels (2012) saw the beauty and transferability of Latin skills, however, and wrote interventions to help students self-regulate studies in Latin and then use these new competencies to improve study skills in other endeavors toward "lifelong learning" (p. 1). Latin translation skills, argued Wagner and Perels (2012), closely resemble the complex analytical and synthesis competencies involved in problem solving, a much sought after tool in the 21 st -century skill set toolbox.…”

“…Wagner and Perels (2012) saw the beauty and transferability of Latin skills, however, and wrote interventions to help students self-regulate studies in Latin and then use these new competencies to improve study skills in other endeavors toward "lifelong learning" (p. 1). Latin translation skills, argued Wagner and Perels (2012), closely resemble the complex analytical and synthesis competencies involved in problem solving, a much sought after tool in the 21 st -century skill set toolbox. Accordingly, Wagner and Perels (2012) advocated for a "refocus" (p. 2) in Latin instruction to stress the value of the learning process in mastering Latin translation skills over the debatable utility of the language itself and its transferability to acquiring other languages.…”