Based on Zimmerman et al.’s (1996) learning model, an intervention consisting of seven weekly training sessions to increase students’ awareness of and ability to plan and manage their study time was developed. Weekly journals, in which students reflected on their implementation of each phase of the learning model, were applied for students and the researchers to monitor and evaluate the training process. The results indicate that the training proved to be beneficial in that students reported a frequent use of a variety of strategies throughout the training process.
& Vural, S.
The Effects of Training on Pre-Service English Teachers’ Regulation of Their Study Time.
Australian Journal of Teacher Education, 38(6).