Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology

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American Journal of Applied Psychology
2017; 6(5): 123-131
http://www.sciencepublishinggroup.com/j/ajap
doi: 10.11648/j.ajap.20170605.17
ISSN: 2328-5664 (Print); ISSN: 2328-5672 (Online)
Promoting Students’ Self-Regulated Learning Through
Digital Platforms: New Horizon in Educational Psychology
Ahlem Chelghoum
Department of English, Faculty of Foreign Languages, University of Badji Mokhtar, Annaba, Algeria
Email address:
ahlemchelghoum@yahoo.fr
To cite this article:
Ahlem Chelghoum. Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology.
American Journal of Applied Psychology. Vol. 6, No. 5, 2017, pp. 123-131. doi: 10.11648/j.ajap.20170605.17
Received: June 30, 2017; Accepted: July 25, 2017; Published: October 24, 2017
Abstract: In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become
topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL)
classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly
demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology,
self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However,
in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices.
This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a
limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research
paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of
‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist
instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through
technologies.
Keywords: ICT, Self-Regulated Learning, Motivation, Easyclass, Online Platforms, Educational Psychology
1. Introduction
In an era marked by the rapid growth of technology and
the notable advances in educational psychology, education is
undergoing vital changes that aim at fostering the learners’
achievements. This is quite noticeable in learning languages,
such as English. The latter is known as the language of
communication or the global language for being widely used
in the world. In other terms, learning English is the key to
international communication. Nowadays, language teachers
seek to develop their students’ skills with regard to
technology and psychology. Students in the 21st century need
to enhance not only skills related to speaking, listening,
reading and writing, but also skills related to digital literacy,
critical thinking, effective interaction and collaboration. In
this respect, Chow states that the presence of technology in
our life makes the full use of its tools a necessity in teaching
and engaging the students [4]. He adds that teaching students
who are highly connected with technology is a great
challenge for nowadays’ teachers who try to catch up with
the continuous advances of technology and consider the
traditional strategies of teaching [4]. In this digital world, it
is necessary for the teachers, hence, to deeply understand the
positive and negative effects of technology on education.
Therefore, the teacher needs both knowledge and skills to
captivate and, more importantly, motivate the 21st century
students [8]. The learners’ motivation and achievement are
closely intertwined. Motivation, which is one of the main
teachers’ concerns in education, can be raised by technology
and promote lifelong learning in which the learners are more
engaged in the classroom [2]. One of the challenging aspects
this research tries to cast some light on is self-regulation.
That is to be realised through the integration of online
learning platforms in the classroom. Digital learning,
particularly online platforms, have recently witnessed a
central focus in education. Hence, the ultimate objective of
this paper is to investigate to what extent online platforms
can serve in developing students’ self regulation. In other

American Journal of Applied Psychology 2017; 6(5): 123-131 124
words, it tries to open up more possibilities for the learners
to be more active in their education and learning, as well as
to uncover students’ willingness to learn with digital
support.
2. Educational Psychology
Educational psychology is defined as the branch of
psychology which is mainly related to the mental and
behavioural processes of human learning. In other words, it
focuses on understanding teaching and learning in education.
The field of Educational Psychology is concerned with the
nature of the learners and the characteristics of effective
teaching. It involves the study of various phenomena such as
memory, cognitive development, motivation, and self
regulation [6]. Knowing more about the psychology of the
learners in the classroom enables the teachers to develop the
suitable ways and strategies of delivering instructions. This
may be considered as the starting point to captivate the
learners. Other researchers believe that educational
psychology is the combination of two disciplines, which are
education and psychology and, hence, define it as the
knowledge obtained from the branch of psychology and
applied to education [5] [9]. This highlights the connection
between both fields which aims at improving students’
academic success.
Nevertheless, contemporary educational psychology
includes a broad and complex array of topics and practices.
Nowadays, educational psychology is influenced by many
multidisciplinary factors such as the incorporation of
sociology, science, linguistics and psychology within
educational systems [13]. This also leads to the use of
technology in the classroom which has a major impact on
education. This study endeavours to shed some light on the
effects of technology, precisely, digital platforms on
students’ self regulation and academic performance.
3. Self Regulated Learning
Self regulation refers to the process of learning that is the
results of students’ cognitive control and their own
achievements. It encompasses goal directed activities which
allow the learners to actively engage in the learning
practices rather than remain passive recipients of knowledge
poured by their teachers [16]. SRL is the process that assists
students in managing their thoughts, behaviours, and
emotions in order to successfully navigate their learning
experiences [16]. It enables the students to set their learning
objectives to be successful learners. “New definitions of
self-regulation (SR) embody all environmental,
motivational, and meta-cognitive processes which result in
quick academic success and achievement” [15]. According
to Zimmerman, unlike passive learners, self regulated
students seek out information when they face any hurdles
such as confusing teachers, lack of information or the poor
conditions of learning. He further adds that the major
concepts of self regulation are meta-cognition, motivation
and behaviours [20]. In this respect, a great number of
definitions have been given to SRL related to numerous
concepts such as self-control, self-management, behaviours,
problem solving, meta-cognition, etc. [11]. Sardareh, Mohd
Saad, and Boroomand claim that three major components of
self regulation are very important, as far as the students'
academic achievement is concerned [15]. The first
component involves the meta-cognitive strategies used by
the students in which they plan, set their objectives, self-
monitor, and organise their activities. The second component
concerns the students’ management in doing academic
assignments. The third component of SRL is the use of
cognitive strategies which enables the learners to understand
and remember the different learned concepts used to learn,
remember, and fully comprehend curricular concepts such as
rehearsal, elaboration, and organisation [12] [15]. These
elements can be controlled by the instructor through digital
platforms. In other words, the learners will be exposed to the
appropriate tools such as videos, quizzes, games, etc. which
are chosen by the teacher and uploaded on the platform.
For instance, Zimmerman distinguishes between self
regulation processes such as self-efficacy and the strategies
used to mainly maximise these processes such as the
purposes and the instruments set by the learners. In term of
academic achievement, Zimmerman further states that SRL
encompasses three main features: (a) the use of self-
regulated learning strategies, (b) the responsiveness to self-
oriented feedback, and (c) the students’ interdependent
motivational processes [20]. Pintrich and De Groot believe
that student engagement in SRL and students’ efficacy
beliefs about their performance and skills are highly
correlated [12]. This correlation directs the learners towards
the adequate learning strategies and raise their motivation to
develop their academic scores, which is the purpose of many
learners including the lazy or reluctant to learn ones.
3.1. Theories of SRL
Figure 1. Theories of SRL, adopted from Schunk and Zimmerman [16].
Zimmerman first mentions five theoretical perspectives on
self regulation (Figure 1). The first, the operant theory, is
basically derived from the theories of Skinner (1953) and the
use of stimuli to regulate behaviours. It involves three main
features: self-monitoring, self-instruction, and self-
reinforcement. The second is information processing theory,
which is related to the encoding of information in long term

125 Ahlem Chelghoum: Promoting Students’ Self-Regulated Learning Through Digital Platforms: New
Horizon in Educational Psychology
memory. In this theory, the learners relate new information
to their prior knowledge. In SRL, students’ self-knowledge
considers their interests, capacities and choosing adequate
learning strategies to perform in different tasks [16]. The
third, which is the developmental theory, concerns the
cognitive aspects that assist the learners controlling their
emotions, actions, and thoughts. The fourth theory, i.e. social
constructivist theory, is highly related to cognitive
development. It concerns the students’ abilities to construct
knowledge with regard to physical activities and social
influence. It is also linked to Vygotsky theory (1962) who
stressed out the importance of language in self regulation
(ibid). The fifth theory of SRL is the social cognitive theory.
This theory is applied by the learners in self-regulation
depending on the situation, i.e. adopting specific processes
of regulation in specific situations [16].
3.2. Models of SRL
In self-regulation, Zimmerman proposed a cyclical model
which consists of three main phases: forethought,
performance and reflection [19]. The three phases are
summarised in the following table:
Table 1. Model of SRL [19].
Forethoughts
Motivation Personal beliefs, self-efficacy, goal orientation, etc.
Cognitive Goal setting
Processes Strategic planning
Performance Self-control Self-talk, self-instruction
Self-observation Self-monitory, time management, study skills
Reflection Self-judgment Self-evaluation
Self-reaction Individual views of one’s performance
Winne, in his turn, proposed a model of SRL which
consists of four main elements overlapping with
Zimmerman’s model. The First element is the understanding
of the learning environment and task requirements i.e.
defining the task. The second element is goal setting, in
which the learners identify their aims and objectives in
learning, while the third represents the ability of applying
various strategies to achieve these objectives. The last
element is adjusting strategies with regard to the different
learning circumstances [18].
Johnson and Davies argue that both Zimmerman and
Winne models complement each other. They highlight that
the utmost components of SRL are: comprehension,
pacification, strategies and evaluation (Figure 2) [10]. In
order to enhance the learners’ self-regulation, they should be
aware of the four elements of SRL and how to apply these
elements on various learning tasks. This represents one of
the purposes of this study where the teacher provides the
learners with the necessary explanation of SRL, their main
components and how to apply them in their daily activities
and objectives through online support.
Figure 2. The cyclical cognitive processes of self-regulated Learning [10].
4. Online Learning Platforms
Over a decade ago, the massive advances in technology
have affected both teachers and learners leading to a need
for an up-to-date educational system that consider the 21st
century changes and the learners’ expectations. Learning
may take place inside and outside the classroom, with or
without the teacher’s instruction and within groups of
learners or individually [3]. However, this study tries to
encourage learning inside the classroom and cooperation in
online settings. In other words, it attempts to develop
learning and self-regulation via technology.
Digital platforms, for instance, are one of the popular
technologies used in education. They are set to mainly
support the learning/teaching process in online
environments. They also aim at improving the learning
activities and especially cater to the 21st century learners.
Technologies including educational software, digital
learning tools, internet access, programmes and educational
resources all play a significant role in education [1]. Online
platform or learning management system (LMS) is a tool
that enables the users to cooperatively work on virtual
classrooms over several courses in higher education
institutions [1]. These tools have a potential to enhance
students’ self-regulation due to their availability and
flexibility [10]. Using digital devices in education provide
the teachers with many facilities. They also foster the
learners’ motivation and enhance their academic
achievement [17]. Some of these technologies are e-
portfolios, blogs and wikis, virtual environment, and PLE
(Personal Learning Environment) [3]. Even so, for SRL and
technology, some criteria need to be considered: (a)
Encouraging learners to plan their learning activities, (b)
providing them with appropriate feedback to monitor their
learning, and (c) providing them with criteria of self-
evaluation [3]. These elements represent the basic criteria of
applying SRL in this study. Accordingly, using technology
with SRL does not mean leaving the learners learn
completely by their own. Through digital platforms, the

American Journal of Applied Psychology 2017; 6(5): 123-131 126
learners can gain further knowledge of concepts taught in
the classroom under the instructor guidance. They can
develop their strategies of planning and organising their
activities. This reflects on their achievement, motivation and
self regulation.
5. Method
This study is intended to identify the effectiveness of
online platforms in EFL classes and its effects on students’
self-regulation. English as a Foreign Language (EFL) is
getting increasingly a wide interest in many schools around
the world. That is mainly for the sake of encouraging
international communication. This makes teaching English
fundamentally important in many countries in the world.
Consequently, EFL teachers now need not only to focus on
different aspects of learning a foreign language namely the
four skills, grammar and vocabulary, but they also need to
go beyond these aspects and reach the learners’ interests to
promote their learning experiences through self regulation.
5.1. Subjects
The selected sample of this study consists of 93 First year
BA EFL students, University of Constantine, Algeria. The
sample is divided into two groups in which one serves as the
control group with 41 participants and the other as the
experimental group with 52 participants. The participants of
the experimental group joined an online platform called
‘EasyClass’ (Figure 3) to attend the English writing course.
Concerning the gender difference, the overwhelming
majority of the participants in the experimental group are
females, 43 (82.70%), while there are only 9 males
(17.31%). This is also the case with the control group in
which 29 participants are females (70.73%) and 12 are males
(29.27%). The gender split does not serve a lot to the
purpose of this research work, but it remains an important
factor in the classroom.
Figure 3. Screenshot of Easyclass Learning Platform.
5.2. Research Tools
Figure 4. Components of Easyclass.
As previously stated, the tool used in this study is an
online platform called ‘Easyclass’, which is an LMS that
enables instructors to create virtual classrooms whereby they
can give online lessons, assignments and quizzes. The
components of the platform are shown in figure 4. In order
to develop the students’ self regulation, Easyclass is used to
assure a greater guidance of the students and provide them
with better opportunities to rely on themselves. In other
terms, Easyclass gives the teachers unique opportunities to
engage their students in several activities outside the
classroom walls. This helps them direct their students’ self
regulation and offer a significant dimension for more
effective interactions. As previously specified, there are lots
of technologies which show an influential role in education
and particularly in developing the learners’ performance,
such as: interactive whiteboard, instructional videos, online
games, and social media. Nonetheless, the choice is fallen on
online platforms in this study for being simple and practical.
Moreover, the involvement of the instructor in these tools

127 Ahlem Chelghoum: Promoting Students’ Self-Regulated Learning Through Digital Platforms: New
Horizon in Educational Psychology
boosts the teaching/learning process and prevents the
learners from deep confusion. The latter may be due to the
huge information offered in a variety of tools and media.
The assessment of the students’ achievement in the
experimental group was made by several online quizzes and
assignments related to the writing course. The obtained
results were compared to the students of the control group
who were taught the same course without the integration of
Easyclass. A questionnaire was also delivered to the students
of the experimental group as an attempt to seek their point of
view about the course, the digital platform, their
motivational beliefs, self-regulation and self evaluation. The
questionnaire was administered to the learners in which they
answered the questions anonymously.
6. Discussion of the Results
The online learning platform, Easyclass, provides the
instructors with a gradebook in which all the participants’
obtained marks in the quizzes are displayed (Figure 5).
Figure 5. Screenshot of the Students’ Gradebook in Easyclass (Experimental Group).
It can be noticed in this figure that only a part of the
students’ grades in the quizzes is shown. In this course, the
students had seven quizzes (punctuation, types of sentences,
wordiness, parallelism, etc), four assignments (writing
paragraphs), and a project (create a school magazine).
However, only the quizzes and writing narrative paragraphs
were analysed for this research paper. In addition, the
student names were removed from the table of grading. That
is to provide completely anonymous results.
As seen in the above table, the overall average of the
learners in the quizzes is 70.1/100. This reveals the
improvement of the learners’ skills in an online environment
compared to the results of the students of the control group.
The same quizzes that the students of the experimental
group had were given to the students of the control group in
a written form. Some of their results are displayed in the
following table:
Table 2. Students Results (Control Group).
Student Complete Sentence or Fragment (…/20)
Phrase or Clause (…/20) Final Grade (…/100)
1 7 10 40
2 4 9 39
3 16 17 76
4 12 11 64
5 9 7 51
6 10 12 62
7 12 8 45
8 6 8 42
9 9 13 50
10 6 15 58

American Journal of Applied Psychology 2017; 6(5): 123-131 128
The overall average of the students of the control group in
the quizzes is 46.3/100. This reveals that the use of online
course has an effect on the students’ performance. Even
though, a closer look at the students’ results shows that there
are some students who were able to get great scores in the
control group, yet, the majority of students were below the
average. Figure 6 shows the scores of 20 students from the
control group obtained in two quizzes. The participants of
the experimental group, on the other hand, were able to get,
at least, the average in many quizzes. These results are due
to several factors, but the integration of Easyclass is one of
the most important factors that affected the students’ marks
(Figure 7).
Figure 6. Students’ Results in the Quizzes (Control Group).
Figure 7. Students’ Results in the Quizzes (Experimental Group).
Another assignment was given to both groups, in which
they were asked to write a narrative paragraph about
friendship. Both students had the same course concerning
the characteristics and the stages of writing a narrative
paragraph, etc. However, the students of the experimental
group were able to see pictures and watch videos of songs
and short stories about friendship on Easyclass in order to
inspire them. They got also some opportunities to discuss the
topic together in the discussion section (chat) on the same
platform. The obtained results show that the paragraphs of
the experimental group students were much better than those
of the control group in matter of coherence, cohesion, and
unity. Their pieces of writing were more organised and
quality enhanced. On the other hand, the students of the
control group provided paragraphs which lack unity. Many
students tend to combine different ideas in one paragraph
that are less related to the topic.
After a closer look, the main problems seen in the
paragraphs of the control group students are: the misuse of
transitions and pronouns, spelling mistakes, problems of
punctuation and capitalisation and especially grammatical
mistakes. However, students of the experimental group had
problems of punctuation and some problems in the use of the
appropriate tense. Examples of the students’ mistakes in the
assignment are shown in the following table:
Table 3. Examples of the Participants’ Mistakes in the Writing Assignment.
Students’ Mistakes (Control Group) Students’ Mistakes (Experimental Group)
Frindship is very important for people it is very precious for us. She was sad very depressed and lonely sitting in the corner (punctuation).
I knew my friend dalia when I were in school, she is my neighbor. I used to be bullied until one day, he came to rescue me and this is the
beginning of our friendship.
If you ask me about my friend adam i will say he is not my friend he is a
brother he is always with me he help me specialy in bad times (no
punctuation marks).
I can not forget the day I first met Zahra. I was crying and she give me a
chocolate and smiled.

129 Ahlem Chelghoum: Promoting Students’ Self-Regulated Learning Through Digital Platforms: New
Horizon in Educational Psychology
Thus, the major finding of this research is that the learners
have enhanced their overall performance when they started
working on Easyclass. With the teacher’s continuous
guidance and support, the learners have developed a sense of
self-regulation. It is also quite noticeable that their
motivation has significantly increased. This is determined by
the teacher’s observation of the students who became more
interested in the course and more active compared to the
students of the control group.
The analysis of the given questionnaire is set in order to
check the validity of this claiming and investigate the
students’ attitudes towards digital learning. The
questionnaire is divided into three sections: motivation, self
regulation, and online learning platform. Table 4 displays the
students’ motivational beliefs. It reveals that the majority of
the students are motivated in learning, and they like the
integration of an online course into the classroom (blended
learning).
Table 4. Students’ Motivational Beliefs.
Question Yes No
I expect to do very well in the class 33 (63.46%) 19 (36.54%)
I am a good student and I will get good grades 21 (40.38%) 31 (59.62%)
I like learning online 41 (90.38%) 11 (21.15%)
I learn from my mistakes 39 (75%) 13 (25%)
I have doubts about my abilities 30 (57.69%) 22 (42.31%)
A glance at the results shows that 63.46% of the
participants are motivated to do well in their studies, and
40.38% of them are eager to get great marks in the subject.
This even reduces the challenges of developing the learners’
self-regulation. In the third question, the greatest majority of
the participants stated that they like learning online. This
may be explained by the evolution of technology in this era
and students’ interest in digital devices.
As seen from Table 5, the questions are set to seek
students’ self regulation. The results shown in this table
reveal that the students have developed their skills and
started using cognitive strategies in learning a subject. This
positively affects the learners’ overall performance in the
course and the taken tests.
Table 5. Students’ Self Regulation.
Question Yes No
When I study, I rely only on what the teacher said in the classroom 27 (51.92%) 25 (48.08%)
When I study hard things, I keep on trying until I understand 32 (61.54%) 20 (38.46%)
I am very nervous in the classroom 20 (38.46%) 32 (61.54%)
When I study, I try to connect what I learn to things I already know 28 (53.85%) 24 (46.15%)
When Istudy, I use various tools (books, internet, digital devices, etc.) 50 (96.15%) 2 (3.85%)
When I study a new topic, I do my best to fully understand it 33 (63.46%) 19 (36.54%)
It is remarkable that the majority of the students use
several tools when they study. They also do their best to
understand new concepts and connect the new topics they
learn to their prior knowledge.
The last section in the questionnaire concerns the
students’ attitudes towards the use of Easyclass as an online
learning platform. The results are displayed in the following
table:
Table 6. Students’ Attitudes Towards Easyclass.
Question Yes No
I think learning through online platforms (Easyclass) is interesting 49 (94.23%) 3 (5.77%)
I have understood the subject (Writing) better in online setting 48 (92.31%) 4 (7.69%)
I use Easyclass to broaden my knowledge about different topics with my teacher and peers 51 (98.08%) 1 (1.92%)
Easyclass helps me develop my skills and self-assessment. 49 (94.23%) 3 (5.77%)
A close look at Table 6 highlights the students’
satisfaction about their level, skills and enjoyment after
taking part in the online course. 94.23% of the learners
stated that they have developed their skills through the
platform, and they clearly indicated that learning online is
worthy and interesting. The greatest part of the participants
praised Easyclass for being an effective tool in raising their
understanding of a subject. This is made through interaction
and the availability of many resources under the instructor’s
observation. Considering the students’ comments on the
class wall of Easyclass, one may quickly assert that the
greatest majority of the participants have positive attitudes
towards the use of this platform in learning. A deep
investigation into these comments shows that the students
who gave positive remarks about the platform are the ones
who got the best grades. Yet, few learners praised Easyclass
even though their grades were just average. It is a stressful
task to develop the students’ self regulation, however, the
integration of a digital platform into the classroom permits
the teacher to be closer to the learner and, thus, guide them
to be effective self-regulative learners. Setting learning
objectives, motivation and self-control, deep understanding

American Journal of Applied Psychology 2017; 6(5): 123-131 130
and the use of a variety of media uploaded by the instructor
to the platform are all efficient ways to promote the
students’ self-regulated learning.
7. Recommendations
In the light of the obtained results, this research work
recommends the use of technologies, particularly online
learning platforms, in educational settings. That is ultimately
to promote the learners self-regulation and, hence, optimise
their performance in learning. Technology cannot replace the
traditional teaching strategies, but it can support teaching at
different levels. So, a proper integration of technology in the
classroom will create a motivational and exciting
atmosphere to the learners leading to success [7]. Gardner
simply puts that the use of technology is only efficient
provided that it attains the objectives of the course [7].
Aiming at improving the learners’ self-regulation and
enhancing their overall achievement, many technologies
have shown effectiveness. However, the main concern of
this study is to guide the learners’ towards the efficient
learning skills outside the classroom. This can be achieved
through many online platforms, and Easyclass is one of
them. The use of LMS plays a significant role in developing
the teaching/learning process. It does not only serve in
enhancing the learners’ skills, but also facilitating the
teacher’s role as a guide inside and outside the classroom.
Furthermore, the major findings of this research paper reveal
the students’ interest in learning online, which resulted in
raising their motivation. It is highly believed that motivation
represents the key to successful academic achievement and
life-long learning [14]. So, triggering the learners’ interest
through the integration of several technologies is very
effective, especially with learners who have grown up
surrounded by all types of technologies which are embedded
into almost everything they do in their daily life. LMS also
increases the learner-teacher and learner-learner interactions
which has the potential to improve the students’ sense of
collaboration and reduce the levels of anxiety.
8. Conclusion
The current paper concludes that promoting the students’
cognitive strategies of self regulation can be realised in
online environments, especially with the latest advances in
technology and the massive widespread use of digital
devices in education. According to the previously stated
findings, this research comes up with implications in favour
of the integration of technology in educational psychology in
order to support both teachers and learners. It endeavours to
maximise the students’ level by encouraging them to be
more engaged in the learning activities. In other terms,
teachers may promote students’ academic achievement,
motivation and life-long learning via online learning
platforms as a medium of connection with their students.
This enables the teachers to teach their students to be more
self regulative without the limits of time and space.
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