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Introduction

Chapter 1.1: Introduction
Chapter 1.2: Background of Study
Chapter 1.3: Problem Statement
Chapter 1.4: Objective of Study
Chapter 1.5: Limitation of Study
Chapter 1.6: Scope of Study
Chapter 1.7: Significance of Study
Chapter 1.8: Structure of the Thesis
Chapter 1.9: Definition of Terms

Chapter 2: Literature Review
– Importance of teacher feedback in promoting self-regulated learning
– Theoretical framework on self-regulated learning
– Feedback models for enhancing self-regulated learning
– Impact of different types of feedback on student learning outcomes
– Relationship between teacher feedback and student motivation
– Influence of teacher feedback on student goal setting and self-monitoring
– Role of feedback in fostering metacognitive skills in students
– Feedback practices in different educational settings
– Challenges in providing effective feedback for self-regulated learning
– Strategies for improving teacher feedback for promoting self-regulated learning

Chapter 3: Research Methodology
– Research design and approach
– Sampling method
– Data collection tools and procedures
– Data analysis techniques
– Ethical considerations
– Pilot study
– Limitations of the study
– Reliability and validity of research findings

Chapter 4: Discussion of Findings
– Overview of research findings
– Comparison with existing literature
– Implications for teaching practice
– Recommendations for future research

Chapter 5: Conclusion and Summary
– Summary of key findings
– Contributions to the field
– Practical implications
– Recommendations for educators
– Conclusion

Thesis Overview

The role of teacher feedback in promoting student self-regulated learning has become a topic of increasing importance in education. As educators strive to help students become more independent and actively engaged learners, understanding how feedback can support the development of self-regulated learning skills is crucial. This thesis aims to explore the impact of teacher feedback on student self-regulated learning and provide valuable insights for educators looking to enhance their feedback practices.

The literature review will address the theoretical foundations of self-regulated learning, different feedback models, and the relationship between teacher feedback and student motivation. Additionally, the research methodology section will outline the design of the study, data collection methods, and ethical considerations. The discussion of findings will present an analysis of the research results, comparing them to existing literature and offering recommendations for teaching practice.

Overall, this thesis seeks to contribute to the field of education by shedding light on the role of teacher feedback in promoting student self-regulated learning. By examining the impact of feedback on student motivation, goal setting, and metacognitive skills, this research aims to provide practical strategies for educators to enhance their feedback practices and ultimately support students in becoming more autonomous and successful learners.

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