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Providing independent-learning space to promote English learners’ self-regulation
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This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this issue, based on the Motivated Strategies for Learning Questionnaire, a new questionnaire was created and applied to a sample of 112 Japanese university students. The exploratory factor analyses extracted three factors (i.e., self-efficacy, learner values, and test anxiety) from the motivation section of the questionnaire. Additionally, four factors (i.e., metacognitive strategies, problem solving, learning maintenance, and learning effort) were extracted from the learning strategy section. All seven factors showed adequate internal reliability. Additional confirmatory factor analyses demonstrated sufficient model fit indices for construct validity, whereas some were disputable.
Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.
Background: The innovation of an extensive journal writing approach has made a big difference in the field of teaching academic writing. Previous studies found mixed results relating to whether journal writing could help students enhance their writing accuracy. Purpose: The purpose of the current study is to investigate whether extensive journal writing (EJW) affects EFL high school students’ writing accuracy and fluency in the writing classroom.Method: Sixty students in one of the high schools located in Tra Vinh city participated in the study. The quasi-experimental study was conducted in ten weeks. The participants were divided into two groups, namely the control group and the experimental group. Students’ writing papers, including pre-tests and post-tests, were collected for data analysis. Inter-raters were employed for analytic rating scales and written errors analysis. Results: The results show that extensive journal writing had significant effects on the students’ writing performances compared to those of students in the control group. Additionally, the number of words written in the students’ post-test was increasing. Implication: The current study’s findings were innovative to the body of literature as the EJW could help students enhance their writing performances.
Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.
Research has indicated that self-study is a constructivist learning approach that promotes student engagement within tertiary education. However, teaching at higher education institutions is largely based on traditional lecture mode and thus, students are likely become passive in their learning process. Moreover, little research has been conducted to look into this constructivist approach perceived by students in English as a foreign language (EFL) classes. These paper therefore examines the difficulties of self-study in reading comprehension classes in high quality program at a university in the Mekong Delta, Vietnam. Data collected in this study included questionnaire and interview. The participants in this study were 75 juniors in English languages and culture studies. The findings from this study indicate that student-related factors such as time, learning environment, and subject-specific vocabulary could hinder them from reading learning. Pedagogical implications and recommendations for students and teachers are provided.
In the late 1970s and early 1980s, Stephen Krashen developed Monitor Theory—a group of hypotheses explaining second language acquisition with implications for language teaching. As the L2 scholarly community began considering what requirements theories
should meet, Monitor Theory was widely criticized and dismissed, along with its teaching implications. What happened to these ideas? We argue that many of them have evolved and are still driving SLA research today— often unacknowledged and under new terminology. In this essay, we focus on three of Krashen's five fundamental hypotheses: The Acquisition‐Learning Distinction, The Natural Order Hypothesis, and The Input Hypothesis. We argue that these ideas persist today as the following constructs: implicit versus explicit learning, ordered development, and a central role for communicatively embedded input in all theories of second language acquisition. We conclude with implications for language teaching, including a focus on comprehensible input and communication in the classroom.
Today academic achievement has become a benchmark of the success of students. Students self-regulation can be measured through self-regulatory instruments that the author has tested in SPSS by looking at the rotation and spread of its components. Self-regulation is important in achieving student's achievement in study. There are external and internal factors influences the process of students self-regulatory. The aim this study was to created the self-regulatory instruments for students. The reliability value produced by this instrument is quite high which is 0.860. The results of the exploratory analysis produced four constituent components of self-regulation composed in 31 items of scale.
This research is a qualitative research which aims to describe the state of the use of English in Indonesia, in terms of language status and its influence on Indonesian society. To realize the purpose of this paper, the authors collected several news stories from national websites (such as Republika, Tribun News, detikNews, ANTARA, and Tempo) regarding the use of English in Indonesia as data that is explained and interpreted by descriptive qualitative analysis. The results of the study show that English is common and has massive use, even though it is still a foreign language. In fact, English has moved to improve its linguistic status, namely starting to act as a second language and the language of instruction.
This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.
In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects self-regulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance learning. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.
Supplementary information:
The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users.
Inspired by the success and informed by the principles of the Extensive Reading (ER) approach, Extensive Listening (EL) and Viewing have started to gain the attention of both L2 researchers and practitioners. The purpose of this paper is to examine the theoretical and research base of EL and the extent to which it is similar to or different from ER, discuss its language learning benefits for L2 students in different learning contexts, and explore different ways EL can be productively implemented in the classroom. Practical suggestions on how to source for freely available EL materials on the Internet and how these can be pedagogically used to enhance language proficiency are also offered. We believe that EL, when systematically implemented, can not only enhance students’ listening skills but also have a positive influence on the students’ overall language development.
ADFELPS Tests has been widely used as a predictive test to help stakeholders in making decisions in levelling Indonesian defence attachés’ English proficiency before they are assigned abroad. Despite the significant demands in examining the test for the purpose of informing the test users about the army officers’ English competence, little research has attempted to evaluate this standardized test. The present study, therefore, aimed to analyse the connection between the receptive and productive language skills of the test. Besides, it is also keen to explore whether test takers’ age, frequency of test-taking and length of study affect their scores and which part of the test is the most difficult to complete. Thirty military officers participated by submitting their ADFELPS Test scores and answered a designed questionnaire. IBM SPSS 2.5 software was used to perform a variety of analysis procedures such as the Pearson correlation analysis, an Analysis of Variance (ANOVA) and an independent t-test procedure. It revealed a strong relationship between ADFELPS test score of language receptive skills (listening and reading) and the productive skills (speaking and writing) and listening is the dominant skill that correlates with all other language proficiency skills. Second, listening skill is particularly considered as the most difficult skill to acquire due to its complexity in the language learning process. Finally, participants’ age and their experiences of taking the test do not bring a significant impact on the improvement of ADFEPLS achievement score. In contrast, length of study preparation has helped test takers in increasing their test scores.
Teachers have the responsibility to help the student becomes an autonomous learner. However, in promoting learner autonomy, the teachers were faced with the challenges. This descriptive qualitative study aimed at describing the challenges in promoting learner autonomy in the 21st-century learning by EFL teachers, and the strategy in facing them. The data were collected through a semi-structured interview technique. Four qualified EFL junior high school teachers with at least five years of teaching experience were involved. The interview guideline was constructed based on the dimensions of policy constraints, institutional constraints, language teaching methodology, and learner’s background. The interviews were transcribed and categorized into the table of identification based on the four dimensions. Finally, the data regarding the challenges and the strategies were interpreted and the excerpts of the interview were provided. The result shows that the policy constraint identified in this study was due to the school zoning system, the institutional constraint was due to the unscheduled events, the language teaching methodology was due to the lack of knowledge of teaching strategy, and the different characteristics of students. Thus, in transforming the challenges into possibilities, some strategies were implemented such as initiating activities, applying collaborative learning, and having good planning and time management.
The prior research on typical errors in student tests on tenses (Apse and Farneste, 2014) demonstrated that first-year undergraduates who were majoring in modern languages and business encountered such problems as distinction between the verb-aspect forms, which were followed by the verb tense forms and the combination of both. Although students had studied English as a Foreign Language for almost ten years, they still could not distinguish between the use of the present and past tenses in the given context. One of the reasons for student problems was insufficient practice of independent learning. Thus, the present study was focusing on designing exercises which were related to the content and the skills required for the completion of the study programme and which could foster developing independent study skills. The research was a case study. Undergraduate students from full-time studies (22 students) were selected. The results of the pre-test-post-test design showed that doing the self-test and several practice exercises helped students to improve the use of verb forms. The views collected with the help of a questionnaire survey revealed that half of the students considered useful the provided self-test, and they had retaken it before the final test in class, but only few of the students had also done the electronically available additional exercises for self-study.
The concept of learner engagement has traditionally been examined in the field of education and it has been found to be associated with positive educational outcomes. While several studies in second language acquisition have looked at learner engagement with corrective feedback, there is a dearth of research investigating its relevance to successful language learners and effective language learning. Through a narrative inquiry, this study reports an individual language learner’s engagement in the acquisition of a second language (L2) – Cantonese. The learner went through three different stages in his learning process, namely the period of silence, the period of early production and experimentation, and the period of continued development and communicative competence. At each stage of learning process, three major types of engagement were observed: behavioural, affective, and cognitive. Individual and contextual factors that influenced learner engagement with language learning were also identified. The findings of this study suggest that the integration of the three types of learner engagement with L2 learning goals, tasks, and context is conducive to effective language learning. The study concludes with some pedagogical implications for both L2 teachers and learners.
Self-regulated learning (SRL) can predict academic performance. Yet, it is difficult for learners. The ability to self-regulate learning becomes even more important in emerging online learning settings. To support learners in developing their SRL, learning analytics (LA), which can improve learning practice by transforming the ways we support learning, is critical. This scoping review is based on the analysis of 54 papers on LA empirical research for SRL in online learning contexts published between 2011 and 2019. The research question is: What is the current state of the applications of learning analytics to measure and support students ' SRL in online learning environments? The focus is on SRL phases, methods, forms of SRL support, evidence for LA and types of online learning settings. Zimmerman's model (2002) was used to examine SRL phases. The evidence about LA was examined in relation to four propositions: whether LA i) improve learning outcomes, ii) improve learning support and teaching, iii) are deployed widely, and iv) used ethically. Results showed most studies focused on SRL parts from the forethought and performance phase but much less focus on reflection. We found little evidence for LA that showed i) improvements in learning outcomes (20%), ii) improvements in learning support and teaching (22%). LA was also found iii) not used widely and iv) few studies (15%) approached research ethically. Overall, the findings show LA research was conducted mainly to measure rather than to support SRL. Thus, there is a critical need to exploit the LA support mechanisms further in order to ultimately use them to foster student SRL in online learning environments.
Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.
The purpose of this study was to identify whether there are differences in self-regulation of emotion skills of male and female students. This study is a comparative study with a sample of 796 students (452 males, 344 females). The sample selection is taken using simple random sampling technique. The instrument used is the scale of self-regulation of emotion. Data analysis used to identify differences in self-regulation of emotion skills of male and female students is independent samples test. The findings of the study indicate that there is a significant difference between the self-regulation of emotion skills of male and female students. This study recommends counseling service to improve self-regulation of emotion skills.
Abstrak: Tujuan dari penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan self-regulation of emotion antara siswa laki-laki dan perempuan. Penelitian ini adalah penelitian komparatif dengan sampel 796 siswa (452 laki-laki, 344 perempuan). Pemilihan sampel diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan adalah skala self-regulation of emotion. Analisis data yang digunakan untuk mengidentifikasi perbedaan self-regulation of emotion siswa laki-laki dan perempuan adalah independent samples test. Temuan penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara self-regulation of emotion siswa laki-laki dan perempuan. Studi ini merekomendasikan layanan konseling untuk meningkatkan self-regulation of emotion siswa.
This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.
Studies of correlations between students’ beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students' beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students’ beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students’ beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students’ beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions. Keywords: learning environment, self-regulation, students' beliefs, structural equation modeling.
This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’
self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with sub-scales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that
the learners multi-tasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational
technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.
Keywords: Tell Me More; Online Learning; Learner Autonomy; Learners’ practices and Computer Assisted Language Learning.
Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74
This chapter first looks at extensive reading (ER) and extensive listening (EL) separately, defining the terms and discussing the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroom teachers and the coursebooks, which, while useful, tend to have limited impact on L2 learning. By implementing both approaches, L2 learners could be exposed to far richer and greater quantity of language input, which in turn would have a more pronounced salutary effect on their L2 learning. The chapter ends by addressing problems and concerns (e.g., lack of resources, limited curriculum time and lack of support from school administrators) that L2 teachers often raise regarding the implementation ER and EL in schools.
Self-directed (SDL) and self-regulated learning (SRL) skills are important, increasingly in e-learning, but the terms are not clearly distinguished in literature having led to tangled understandings and complications measuring SDL and SRL. The aim of the study is to further explore the similarities and differences between the terms and their usage. Consequently, two research questions were posed: whether and how are SDL and SRL distinguished in empirical studies? What kind of research methods and instruments are used for studying SDL and SRL in e-learning context? To answer the questions the literature review of 30 empirical studies was conducted to compare them on SDL and SRL in the context of e-learning to find overlappings and differences between the concepts and research methods. The studies were compared on the basis of the use of terms, approaches, methods, instruments and analysis.
Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support configurations. Eighty-six undergraduate students with little prior domain knowledge learned plate tectonics from a multimedia presentation involving animation with concurrent narration and support in one of four forms: minimal support, two variants of intermediate support, or extensive support. After the presentation, participants solved retention and transfer tests. The results revealed that participants receiving the broadest system of support outperformed those in the other conditions, which did not differ from one another. This means that it is so difficult for learners to self-regulate learning that they need considerable support if they are to learn complex conceptual knowledge.
Academic self-regulation is not a mental ability, such as intelligence, or an academic skill, such as reading proficiency; rather, it is the self-directive process through which learners transform their mental abilities into academic skills. What is this process, and how can students become more self-regulatory? In this chapter, the author presents a cyclical phase analysis of self-regulation, identifies key self-regulatory processes used during each phase, and compares how skillful self-regulators differ from their classmates in the use of these processes. He also describes the social, environmental, and personal conditions from which self-regulation emerges and analyzes exemplary instructional models that have been used to develop students' self-regulatory skill. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In order to understand the way English is used and seen in Indonesia today, it is useful to know something about how historical, political, socio-cultural and linguistic factors have shaped its status and functions over the last century. The use of English in Indonesia has developed in the context of post-colonial educational competency building, and more recently the need to support development – in particular its role in state education. However, attitudes of some policy makers and commentators towards the language have often been ambivalent, expressing fears of its power to exert negative cultural influences. The special status of English as a global language with many potential varieties that might pose as models for Indonesia also poses the question of which one would be right for the country. The paper looks at these educational and policy issues, and also gives some suggestions about the future. keywords: English language, Indonesia, sociolinguistics, language planning, language education, language policy, varieties of English, English as an international language, roles of English, language and culture
The purpose of this quasi-experimental research was to study the effects of self-regulated strategy development (SRSD) instruction with explicit generalization training prompted by Constructivist Self-regulating Virtual Composing Activities (CSRVCA) on students’ reported use of self-regulatory strategies, their self-efficacy to write and writing performance. The sample group in this study was 86 high school students who were selected through the use of convenience sampling, then 44 students were assigned to a control group and 42 students were in an experimental group. The students from the experimental group received regular writing classes integrated with constructivist virtual writing instruction, while those from the control group received regular writing classes, required by the school curriculum and syllabus. Instruments included surveys, writing tests, and students’ reflective journals. Data were collected through semi-structured interviews and reflective journals to triangulate quantitative results. The results revealed that the students from the experimental group had a significantly higher level of deploying self-regulatory strategies than those in the control group. They also had a higher level of perceived writing self-efficacy than the students in the control group. Although both groups showed improvement in writing scores, the experimental group outperformed the students in the control group in the post and the delayed post-tests.
This research aimed to discover students’ choice of actions of self-regulated learning in doing Extensive Reading (ER) activities. It also attempted to describe students’ experiences from their perspective on their self-regulated learning capability. Three students in English Education Department aged early 20s who had finished their ER course were interviewed, and their narratives were taken as the data of the research. Their stories were garnered to provide insights on how they regulated themselves in the ER activities and how they perceived their the experiences. The findings of this study showed that students with different levels of self-regulated learning capability chose different actions in response to the ER activities. Overlaps and development of action choices could occur among students despite their unique and different self-regulated learning capabilities. The last phase of self-regulated learning also had crucial effects on the students’ self-regulated learning capability.
Background
Due to MOOC high attrition rates, this study aims to assess differences in self-regulated learning strategies and other variables related to MOOC retention (perceived effectiveness, MOOC interaction, motivation and socio-demographic characteristics) between course completers and non-completers. This work also aims to translate into Spanish and validate an instrument for the assessment of self-regulated learning (SRL) behaviours in MOOCs. Materials and methods: 582 participants answered the translated SRL questionnaire and other questions related to MOOC retention. The comparison between MOOC completers and non-completers was carried out in a subgroup of 176 undergraduate students. Results: Completer students were more capable of self-regulating their learning and showed significantly higher levels of perceived effectiveness and of engagement with MOOC contents than non-completers. In addition,a logistic regression analysis indicated that the variables with greatest predictive value to discriminate between completers and non-completers were goal-setting, task interest and the academic discipline of studies of MOOC participants. The percentage of cases correctly predicted by the model was over 84%. The Spanish version of the instrument replicated the original factor structure of the SRL questionnaire and showed high internal consistency (α = 0.948).
Keywords: Digital literacy skills Pedagogical design Online communication and collaboration Psychological ownership Self-regulated learning strategies Cognitive, emotional and social perceived learning A B S T R A C T The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes. In addition, we examined how these issues were expressed in cognitive, emotional and social aspects of students' perceived learning (Caspi & Blau, 2011). During four semesters, we conducted a qualitative analysis on reflective learning diaries, written by 78 graduate students studying education (N = 1870 codes). The bottom-up analysis focused on learning processes that enabled the development of various digital literacies conceptualized by the Digital Literacy Framework (DLF; Eshet-Alkalai, 2012): photo-visual, information, reproduction , branching, social-emotional, and real-time thinking skills. Furthermore, findings highlighted the importance of self-regulation and learning new technologies as an integral part of digital literacies. In addition, social-emotional statements expressed the development of effective communication and collaboration that enable students to cope with a sense of ownership over learning outcomes, and present different levels of teamwork: sharing, cooperation, and collaboration. Qualitative coding provided a more granulated perspective on perceived learning by differentiating between positive and negative aspects of emotional and social retrospection during the learning process. The findings contribute to educational theory by extending DLF and by providing new insights to the literature on students' perceived learning. We discuss the implications for instructional design and adoption of innovative pedagogy in higher education.
This paper addresses how formative assessment can support secondary students’ self-regulated learning in English language learning. Self-regulated learning is essential for lifelong learning because it allows students to construct knowledge by identifying their learning goals, self-managing their learning process and self-evaluating their performance against goals. Although a consensus can be found in the literature that formative assessment has significant potential for supporting self-regulated learning among students, how such potential can be afforded through teachers’ practices of formative assessment in English language classrooms remains under-explored. In this paper, findings from classroom observations and interviews with two teachers and 16 students in a foreign language secondary school are reported. The findings reveal that under the guidance of their teachers, the participants engaged in formative assessment in a proactive manner and appeared to be emerging as self-regulated learners. The students perceived the classroom formative assessment activities that they experienced and the feedback they received to be helpful in the development of their deep understanding and capability for self-regulation in English language learning.
In this guide, we will illustrate how a self-regulatory learning cycle can be implemented to enable middle- and high-school students to develop 5 essential academic skills: (a) planning and using study time more effectively, (b) understanding and summarizing text material better, (c) improving methods of note taking, (d) anticipating and preparing better for examinations, and (e) writing more effectively. Although this book is written for teachers, its purpose is to empower students to self-observe their current study practices more accurately, to ascertain for themselves which study methods are ineffective and replace them with better ones, and to be more personally aware of their improved effectiveness—that is, we want to show them how to become smart learners. We will discuss how you can organize classroom and homework activities to achieve these self-regulatory ends and how you can shift your role to that of a self-regulatory coach or consultant. In addition to providing monitoring forms for each area of learning and checklists for implementing self-regulatory training over 5-week modules, we will illustrate exemplary interventions with specific case studies of students like those in your class. Finally, we will discuss the instructional capabilities that you will need... (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self-motivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self-regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self-regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social-cognitive theory and research and integrates many of the essential features of the problem-solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004.
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