| 摘要 | 第1-4页 |
| Abstract | 第4-8页 |
| List of Abbreviations | 第8-10页 |
| CHAPTER ONE INTRODUCTION | 第10-14页 |
| ·RATIONALE OF THE PRESENT RESEARCH | 第10-12页 |
| ·RESEARCH QUESTION AND HYPOTHESIS | 第12页 |
| ·RESEARCH METHODOLOGY | 第12-13页 |
| ·ORGANIZATION OF THE THESIS | 第13-14页 |
| CHAPTER TWO LITERATURE REVIEW | 第14-22页 |
| ·SELF-REGULATED LEARNING | 第14-17页 |
| ·Definitions of self-regulated learning | 第14页 |
| ·Connection of Self-regulated learning with metacognition | 第14-15页 |
| ·Na ve and skillful self-regulated learners | 第15-17页 |
| ·FORMATIVE ASSESSMENT & FORMATIVE FEEDBACK | 第17-19页 |
| ·Definition of formative assessment & formative feedback | 第17页 |
| ·Effective formative assessment & feedback | 第17-18页 |
| ·Facilitating role of formative feedback on self-regulated learning | 第18-19页 |
| ·EMPIRICAL EVIDENCE FOR THE EFFECT OF METACOGNITIVE FEEDBACK ON SELF-REGULATED LEARNING AND ACADEMIC PERFORMANCE | 第19-20页 |
| ·SCORE REPORTING OF LANGUAGE TEST | 第20-21页 |
| ·SUMMARY | 第21-22页 |
| CHAPTER THREE THEORETICAL FRAMEWORK | 第22-31页 |
| ·STRUCTURAL EQUATION MODELING (SEM) | 第22-27页 |
| ·CFA in SEM vs. EFA | 第22-24页 |
| ·Two sub-models in SEM | 第24-25页 |
| ·SEM analysis procedure | 第25-26页 |
| ·Model fit assessment | 第26-27页 |
| ·THE THEORY OF RECEPTIVE & PRODUCTIVE LANGUAGE SKILLS | 第27-29页 |
| ·Definition of receptive & productive language skills | 第27-28页 |
| ·Two perspectives of receptive & productive language skills | 第28-29页 |
| ·SUMMARY | 第29-31页 |
| CHAPTER FOUR EXPERIMENTAL STUDY | 第31-37页 |
| ·SUBJECTS | 第31页 |
| ·INSTRUMENTS | 第31-33页 |
| ·Questionnaire | 第31-32页 |
| ·Pre- and post-test questionnaires | 第32页 |
| ·Formative Web-based College English test | 第32-33页 |
| ·Score report | 第33页 |
| ·TREATMENT | 第33-36页 |
| ·DATA ANALYSIS | 第36-37页 |
| CHAPTER FIVE RESULTS AND DISCUSSION | 第37-50页 |
| ·QUANTITATIVE ANALYSIS RESULT | 第37-46页 |
| ·Pre-test questionnaire data | 第37-39页 |
| ·The first formative Web-based test | 第39-41页 |
| ·Relationship between cognitive regulation strategies and Web-based test scores | 第41-43页 |
| ·New score report development | 第43-45页 |
| ·Contrast between the traditional and the new score reports | 第45-46页 |
| ·QUALITATIVE ANALYSIS RESULT | 第46-48页 |
| ·DISCUSSION | 第48-50页 |
| CHAPTER SIX CONCLUSION | 第50-53页 |
| ·MAJOR FINDINGS OF THE PRESENT RESEARCH | 第50页 |
| ·PRACTICAL IMPLICATIONS | 第50-51页 |
| ·LIMITATIONS OF THE RESEARCH | 第51页 |
| ·RECOMMENDATIONS FOR FURTHER RESEARCH | 第51-53页 |
| ACKNOWLEDGEMENTS | 第53-54页 |
| REFERENCES | 第54-59页 |
| APPENDIX | 第59-67页 |
| Ⅰ. SAMPLE SCORE REPORT OF TOEFL IBT | 第59-62页 |
| Ⅱ. QUESTIONNAIRE OF SELF-REGULATION STRATEGY USE | 第62-64页 |
| Ⅲ. THE CORRELATION MATRIX OF WEB-BASED TEST SCORES AND SELF-REGULATED STRATEGIES (N=200) | 第64-65页 |
| Ⅳ. ESTIMATES OF VARIANCES IN MODEL 1 TO MODEL 3 | 第65-66页 |
| Ⅴ. SCORE REPORT FOR THE FORMATIVE WEB-BASED TEST (SAMPLE) | 第66-67页 |
| Ⅵ. 作者在攻读硕士学位期间发表的论文目录 | 第67页 |
