To see the other types of publications on this topic, follow the link: Self-regulated language learning (SRLL).
Journal articles on the topic 'Self-regulated language learning (SRLL)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Self-regulated language learning (SRLL).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wang, Xing, and Zuwati Hasim. "A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijcallt.345401.
Full textAbstract:
This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners' language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.
2
Yen, Thi Hai Pham, Thi Phuong Nguyen Nhung, and Thi Hoang Thu. "The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria - Vung Tau University, Viet Nam." International Journal of Current Science Research and Review 06, no. 04 (2023): 2632–37. https://doi.org/10.5281/zenodo.7862612.
Full textAbstract:
<strong>ABSTRACTS: </strong>Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. According to Dewey (1959), when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. PBL is considered an alternative choice for teaching because it is a powerful tool to encourage students to solve real-world problems (Berger, 1999). It is also believed that PBL assists students to take part in learning activities as active and confident participants (Marx, 1994). This paper examines PBL that influences the self-regulated language learning (SRLL) surveyed at BVU. The study used a quantitative approach with a positivist paradigm. The quantitative approach is deductive because it tests theories, develops models and hypotheses, and collects empirical data (Schunk, 1990). A survey tool was used to collect data from respondents across students of English Studies. The results show that PBL develops the students’ SRLL, and setting goals are the centre of SRLL to help the students study better and better at higher education.
3
Tuilan, Jeane. "Self-Regulated Learning In Blended Learning Environment." Script Journal: Journal of Linguistics and English Teaching 8, no. 2 (2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.
Full textAbstract:
Background: 
 As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender.
 Methodology: 
 The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings.
 Findings: 
 The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant.
 Conclusion: 
 As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting.
 Originality: 
 This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.
4
Alvandi, Mohammad, Laleh Fakhraee Faruji, and Masoomeh Salehi. "Relationship among EFL Learners’ Self-Regulated Learning Strategy Use, Speaking Anxiety and Speaking Strategy Use." International Journal of Instruction 18, no. 1 (2025): 379–96. https://doi.org/10.29333/iji.2025.18121a.
Full textAbstract:
The present study aimed to investigate the relationship between EFL learners’ use of self-regulated learning strategies (SRLS) with their speaking anxiety and speaking strategy use. To do so, the 70 Iranian male and female EFL learners were selected based on convenience sampling procedure from National Language Institute in Tehran. Three measurement instruments including self-regulated strategy use, Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) questionnaire; Foreign Language Speaking Anxiety Scale (FLSAS), and Questionnaire of Speaking Strategy Use by EFL Learners were utilized to collect the data. To analyze the gathered data, Pearson Moment Correlation analyses were conducted. The results revealed a significantly negative and strong correlation between use of self-regulated learning strategy and level of speaking anxiety among EFL learners. Furthermore, the results showed a significantly positive and strong correlation between SRSU and speaking strategy use. Finally, it was shown that there is significantly negative correlation between speaking anxiety with all the subcategories of Questionnaire of Speaking Strategy Use by EFL Learners. Based on the findings of this study, pedagogical implications will be suggested.
5
Mahmoodi, Mohammad Hadi, Behrooz Kalantari, and Rozhin Ghaslani. "Self-Regulated Learning (SRL), Motivation and Language Achievement of Iranian EFL Learners." Procedia - Social and Behavioral Sciences 98 (May 2014): 1062–68. http://dx.doi.org/10.1016/j.sbspro.2014.03.517.
Full text
6
Imani, Cahyaning, Ive Emaliana, and Sumyarto Sumyarto. "SRL In Elementary School Students’ English Language Learning: A Case Study." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (2021): 310–18. http://dx.doi.org/10.24256/ideas.v9i2.2289.
Full textAbstract:
Elementary education is one of the levels of education in which students’ abilities, including attitudes, knowledge, and skill are developed through a series of learning activities undertaken. Self-regulated learning (SRL) in learning activities in elementary school is one of the factors that influences students’ academic progress and it is associated with metacognitive and cognitive skills. The study was conducted in grade 4 of a public elementary school in the rural area of Tuban, East Java, from March to June 2021. The adoption of SRL is one of the factors that may encourage students to participate actively in the learning activities. By organizing their knowledge, students will acquire an ethical attitude. Students will be more self-assured and independent, and they will not be reluctant to voice their thoughts or ideas during learning activities. From the findings, among metacognitive self-regulation and cognitive strategies, cognitive strategies are the one most frequently used by students.
7
Toor, Muhammad Javaid, Muhammad Sarwar, and Muhammad Arif Mirza. "Effect of Self-Regulated Learning (SRL) on Academic Achievement of Students in the Subject of Chinese Language." Journal of Education and Social Studies 5, no. 3 (2024): 91–99. http://dx.doi.org/10.52223/jess.2024.5311.
Full textAbstract:
The study was primarily focused on investigating the effect of self-regulated learning (SRL) on the academic achievement of Chinese language learners among non-native learners. It was a true experimental research methodology based on pre-test and post-test research design. It was conducted at the University of Central Punjab (UCP) Lahore by selecting 70 students. After conducting the pre-test it was randomly allocated into dual groupings. One is the experimental while the other is the control group. After 16 weeks of treatment, a post-test was conducted. The results showed that the higher the achievement of learners of the experimental group than the learners alienated into the control group of the Chinese language post-test although all students performed equally in the pre-test which exhibited that all students had the same knowledge about the Chinese language before conducting research. It is also recommended that teachers should be conscious of employing the stratagem that initiates self-regulating learning in accordance with the contents of the textbook. Foregoing the above, it is suggested that the developers responsible for implementing the curriculum should also design the courses to inspire students to boost self-regulating-learning skills among them. Refresher-Courses for the professional-cum-novice instructors should be conducted to include the significance of self-regulating learning for students as well. The present research study was focused on the behavioral domain of self-regulating learning with respect to academic achievement of students learning the Chinese language at the university level and more is appreciated to fill the gap.
8
Apridayani, Aisah, and Adisa Teo. "The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students." Studies in English Language and Education 8, no. 3 (2021): 1123–43. http://dx.doi.org/10.24815/siele.v8i3.20213.
Full textAbstract:
This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.
9
Shen, Bin, and Barry Bai. "Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention." System 122 (June 2024): 103249. http://dx.doi.org/10.1016/j.system.2024.103249.
Full text
10
Lee, Eun-Hee, and Mae-Ran Park. "Exploring the relationship between undergraduate students’ self-rgulated learning (SRL) abilities and the perception and purpose of use for ChatGPT in English language learning." English Teachers Association in Korea 29, no. 4 (2023): 71–99. http://dx.doi.org/10.35828/etak.2023.29.4.71.
Full textAbstract:
The aim of this study is to investigate the self-regulated learning (SRL) abilities and attitudes of learners towards ChatGPT, exploring potential connections between various aspects of SRL (metacognitive, cognitive, behavioral, and motivational) and the use of ChatGPT. To achieve this, we conducted a questionnaire survey with 111 undergraduate students, and the data was analyzed using SPSS Version 27. The key findings from the study are as follows: Participants generally demonstrated moderately developed SRL abilities shown as 3.02. ChatGPT was found to be beneficial, particularly for tasks such as information retrieval, idea generation, providing support for structuring written work, and offering feedback to enhance writing skills. However, they expressed doubts about its effectiveness for improving their English language skills. Examining the correlations between SRL abilities and the use of ChatGPT revealed a negative impact. Students with stronger metacognitive, cognitive, and motivational strategies tend to use ChatGPT less for generating ideas. Implications include the observation that students with robust SRL skills approach ChatGPT critically, using it as a support for independent learning rather than a direct answer source. Additionally, the study suggests that EFL instructors could integrate technology to encourage critical thinking and employ AI platforms as tools for promoting academic integrity.
11
Hinduja, Preeta, and Martin Thomas. "The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor." FWU Journal of Social Sciences 14, no. 4 (2020): 26–42. http://dx.doi.org/10.51709/fw12723.
Full textAbstract:
This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.
12
Apridayani, Aisah. "Exploring Thai EFL Students’ Self-Regulated Learning (SRL) Strategies and English Proficiency." Mextesol Journal 46, no. 1 (2022): 1–10. http://dx.doi.org/10.61871/mj.v46n1-17.
Full textAbstract:
This study reported on the use of self-regulated learning (SRL) strategies of Thailand EFL students, in relationship with students’ English proficiency in CEFR levels. It involved 152 second-year undergraduate non-English major students (19.7% male, 78.3% female) at a university in Thailand. First, the students took an English proficiency test assessing listening, reading, writing, and speaking skills framed by the Common European Framework of Reference (CEFR) for Languages; then, they completed a set of surveys focusing on the use of SRL strategies in English learning. The collected data was analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation. The results revealed that the most-used strategy by A1, A2, B1, and B2 students was Goal Setting and Planning. A little significant difference in SRL strategies use between A1 and A2 students was observed. However, significant differences in the use of SRL strategies were observed between A1 and A2 groups and the B2 group. This study barely confirmed significant differences between the B1 group and the groups at A1, A2, and B2 levels in the use of SRL strategies. Lastly, a negative significant relationship was established between the use of students’ SRL strategies and their English proficiency. Some recommendations for future studies are suggested in this study
13
Zahidi, Azizah Mohd, and Sy Ing Ong. "Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language." Theory and Practice in Language Studies 13, no. 6 (2023): 1483–93. http://dx.doi.org/10.17507/tpls.1306.17.
Full textAbstract:
These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.
14
Tseng, Wen-Ta, Heidi Liu, and John-Michael L. Nix. "Self-Regulation in Language Learning." Perceptual and Motor Skills 124, no. 2 (2017): 531–48. http://dx.doi.org/10.1177/0031512516684293.
Full textAbstract:
Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners’ self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners’ self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners’ self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.
15
Viberg, Olga, Barbara Wasson, and Agnes Kukulska-Hulme. "Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework." Australasian Journal of Educational Technology 36, no. 6 (2020): 34–52. http://dx.doi.org/10.14742/ajet.6494.
Full textAbstract:
Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of mobile-assisted language learning in a specific exemplary learning context, it would be of interest to researchers who wish to better understand and support self-regulated language learning in mobile contexts.
 Implications for practice and policy:
 
 MALLAS is a conceptual framework that captures the dimensions of self-regulated language learning and learning analytics that are required to support mobile-assisted language learning.
 Designers of mobile-assisted language learning solutions using MALLAS will have a solution with sound theoretically underpinned solution.
 Learning designers can use MALLAS as a guide to direct their design choices regarding the development of mobile-assisted language learning apps and services.
16
Ardasheva, Yuliya, Zhe Wang, Olusola O. Adesope, and Jeffrey C. Valentine. "Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes." Review of Educational Research 87, no. 3 (2017): 544–82. http://dx.doi.org/10.3102/0034654316689135.
Full textAbstract:
This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.
17
Laily Nurjanah, Ratih, Januarius Mujiyanto, Hendi Pratama, and Dwi Rukmini. "Students’ perceptions on learning independence: how self-regulated learning strategy helps?" Language Value 15, no. 2 (2022): 29–53. http://dx.doi.org/10.6035/languagev.6930.
Full textAbstract:
This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.
18
Liu, Chun-yan, Yan Jiao, and Wen-ting Qiu. "The Roles of Language Aptitude and Online Self-regulated Learning in Foreign Language Achievements." Language Teaching Research Quarterly 31 (November 2022): 83–100. http://dx.doi.org/10.32038/ltrq.2022.31.07.
Full textAbstract:
Despite extensive use of online language learning during the pandemic of COVID, there is insufficient research on what factors influence students’ foreign language achievements in online learning conditions. This article investigated the roles of language aptitude and online self-regulated learning in foreign language achievement in mainland China. 76 freshmen from two classes at a university in Jiangxi participated in this study. They were required to complete an aptitude test of MLAT and a questionnaire on online self-regulated learning. The results showed that: (1) The students’ language aptitude is at a relatively low level, and their online self-regulated learning is at an intermediate level; (2) A positive correlation is detected between language aptitude, online self-regulated learning, and their English achievements (r=0.621 & 0.583 respectively); (3) Language aptitude alone (grammatical sensitivity and associative memory ability) accounts for 38.9% variance in English achievement. Language aptitude and online self-regulated learning contributed 52.4% of the variance to their English achievements. Overall, the findings of the study confirm the high predictive power of the MLAT and predictions of the Linguistic Coding Deficit Hypothesis (LCDH) advocated by Sparks and colleagues. Pedagogical implications are also discussed.
19
Nggawu, La Ode, Hartati Muchtar, and Khaerudin Khaerudin. "Implementation of Self-Regulated Learning Model In Learning English Writing." International Journal of Multi Discipline Science (IJ-MDS) 1, no. 1 (2018): 70. http://dx.doi.org/10.26737/ij-mds.v1i1.422.
Full textAbstract:
<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>
20
Nakata, Yoshiyuki. "Toward a Framework for Self-Regulated Language-Learning." TESL Canada Journal 27, no. 2 (2010): 1. http://dx.doi.org/10.18806/tesl.v27i2.1047.
Full textAbstract:
English is a compulsory subject in many secondary EFL classrooms; thus the questions that arise for teachers are how to motivate learners in general and how to help them come to appreciate the value of English learning activities in particular. This article is based on the premise that learners benefit not only from becoming intrinsically motivated in what they do, but also when they feel responsible for, and autonomous in, their own learning. These processes involve the notion of self-regulated learning. The purpose of this article is to explore how intrinsic motivation and self-regulated learning relate to each other at a theoretical level and to suggest a three-stage framework for the encouragement of self-regulated learning. The author suggests that the Needs Analysis can be an apt means of inquiring into learners’ previous language learning experiences and their preparedness for self-regulated language learning.
21
Andrade, Maureen S., and Ellen L. Bunker. "A model for self‐regulated distance language learning." Distance Education 30, no. 1 (2009): 47–61. http://dx.doi.org/10.1080/01587910902845956.
Full text
22
Zhang, Ruofei, Gary Cheng, and Xieling Chen. "Game-based self-regulated language learning: Theoretical analysis and bibliometrics." PLOS ONE 15, no. 12 (2020): e0243827. http://dx.doi.org/10.1371/journal.pone.0243827.
Full textAbstract:
Game-based learning and self-regulated learning have long been valued as effective approaches to language education. However, little research has been conducted to investigate their integration, namely, game-based self-regulated language learning (GBSRLL). This study aims to conceptualise GBSRLL based on the combination of theoretical analysis, thematic evolution analysis, and social network analysis on the research articles in the fields of game-based language learning and self-regulated language learning. The results show that GBSRLL is a new interdisciplinary field emerging since the period from 2018 to 2019. Self-regulated learning strategies that can be performed in GBSRLL, the effects of GBSRLL on learners’ affective states, and the features in GBSRLL were the prominent research topics in this field. Its theoretical foundation centres on the positive correlations between learner motivation, self-efficacy, and autonomy and the implementation of game-based learning and self-regulated learning. It is feasible to conduct GBSRLL due to the strong supportiveness of game mechanics for various phases and strategies of self-regulated learning. More contributions to this new interdisciplinary field are called for, especially from the aspects of the long-term effects of GBSRLL on academic performance and the useful tools and technologies for implementing GBSRLL.
23
Prasetya, Rizky Eka. "The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle." ELT Forum: Journal of English Language Teaching 12, no. 3 (2023): 145–56. http://dx.doi.org/10.15294/elt.v12i3.66613.
Full textAbstract:
The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.
24
AHMID, MOHAMMAD HAAFIZ. "SUSTAINING ARABIC LANGUAGE LEARNING STRATEGIES THROUGH EFFECTIVE TEACHING AND MOTIVATION." Quantum Journal of Social Sciences and Humanities 1, no. 4 (2020): 15–32. http://dx.doi.org/10.55197/qjssh.v1i4.17.
Full textAbstract:
Arabic language is a challenging subject yet worth to learn it. As for non-Arab students, it is difficult for them to learn Arabic language without support such as self-determination and effective instruction especially those who are not a native speaker. The study aimed to determine the way to sustain Arabic language learning among secondary school students through motivation and teaching effectiveness. A simple model consisted teaching effectiveness, motivational beliefs and self-regulated learning also shown to explained the result. This study uses quantitative design through survey method. A total of 542 non-Arab students from several secondary schools in Malaysia were selected using stratified random sampling techniques. Students’ Evaluation of Teaching Effectiveness Rating Scale (SETERS) and Motivational Strategies for Learning Questionnaire (MSLQ) through Motivational Beliefs Scale and Self-Regulated Learning Strategies Scale were used as an instruments. A multiple and hierarchical regression was conducted for data analysis. Furthermore, a structural equation model also derived to strengthen the result by showing an indexes fitting the model. The findings showed that teaching effectiveness and motivational beliefs significantly influence self-regulated learning in Arabic language learning. The best predictor for self-regulated learning is the intrinsic value, test anxiety, self-efficacy and teachers’ delivery of subject information. The findings also show how self-regulated learning can improve and empower the Arabic language learning in Malaysia. This study has indicated an important implication for teachers to improvising teaching methods and for students to motivate them-self in order to catalyze self-regulated learning to improve Arabic language performance.
25
Anggraen, Candradewi Wahyu, Januarius Mujiyanto, Katharina Rustipa, and Widhiyanto Widhiyanto. "Book Review: Self-Regulated Learning and Second Language Writing, Springer 2022." Studies in Self-Access Learning Journal 14, no. 4 (2023): 509–14. http://dx.doi.org/10.37237/140408.
Full textAbstract:
This article provides a review of a recent monograph, Self-Regulated Learning and Second Language Writing, by Lin Sophie Teng, published by Springer in 2022. The book investigates practical applications to self-regulated second-language writing. Self-regulated learning (SRL) provides several benefits. For instance, it fosters active and productive learning, enhances writing achievement, impacts writing performance, and supports learning outside the classroom. Phases of forethought, performance, and self-reflection are pivotal domains of SRL and essential for effective self-access learning and writing beyond the classroom. The review concludes with some thoughts about the book’s strengths and weaknesses and recommendations for readers.
26
Baranovskaya, Tatiana. "Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning." Journal of Language and Education 1, no. 2 (2015): 56–64. http://dx.doi.org/10.17323/2411-7390-2015-1-2-56-64.
Full textAbstract:
Empirical research supports the long held assumption that self-control, self-esteem, and motivational orientations of adult language learners are important factors in their language learning behavior. However, precisely these variables influence the language learning process has yet to be investigated. The goal of this paper is to examine the role of how self-control, self-esteem and motivational orientations influence the English language learning process. Recent methodological advances and various theoretical frameworks that have guided the present research are considered in this paper. A special “bidirectional course” turning on teacher-learner interaction was designed - a communicative course which promoted learner autonomy. The results indicate that active involvement in learning, monitoring motivation, self-control and self–esteem are positively related to learning outcomes, demonstrating that the acquisition of self-regulation skills have a positive impact on the learning of English.
27
Bourrouk, Khalid. "Conscientiousness and English Language Performance amidst the COVID-19 Pandemic: Mediation of Self-regulated Learning." REiLA : Journal of Research and Innovation in Language 3, no. 3 (2021): 181–93. http://dx.doi.org/10.31849/reila.v3i3.8288.
Full textAbstract:
Conscientiousness and self-regulated learning have been shown to directly impact students’ academic performance; however, whether or not such impact persists in the COVID-19 pandemic era requires further examination. Thus, this study aimed to investigate the association between conscientiousness, self-regulated learning and students' English language performance and examine the mediating effect of self-regulated learning in the relationship between conscientiousness and English language performance during the COVID-19 pandemic. By employing non-probability snowball sampling, 138 first and second-year undergraduate students enrolled at the University of Sidi Mohamed Ben Abdellah, Fez, Morocco, participated in the study by completing a 21-item questionnaire. Using linear regression, the study found a statistically significant relationship between conscientiousness and self-regulated learning [F (1, 136) = 77.41, p < .001, R2 = .37]. Next, a multiple regression analysis was conducted and revealed that while self-regulated learning significantly predicted English language final grades (β = .41, p < .001), conscientiousness was not a significant predictor (β = .14, p > .001). A Sobel test was performed and showed that self-regulated learning was able to mediate the relationship between conscientiousness and English language grades (p < .001). The study concludes that although conscientious students are driven by their diligent work habits, those who lacked effective self-regulated learning strategies received lower grades in their English language class. Hence, educators must concentrate much of their efforts on helping students develop efficient self-instruction, self-monitoring, and self-evaluation techniques that can propel learners into achieving their academic goals.
28
Musgamy, Awaliah, and Muhammad Rusydi. "Management of Arabic Language Learning Based on Self-Regulated Learning and Its Application at The Modern Islamic Boarding School." International Journal of Social Learning (IJSL) 4, no. 3 (2024): 356–68. http://dx.doi.org/10.47134/ijsl.v4i3.284.
Full textAbstract:
The background of the research shows that the strategy carried out by the modern Islamic boarding school in the implementation of Arabic language learning management based on self-regulated learning is a distinctive scientific phenomenon. This study examines the application of self-regulated learning-based Arabic language learning management. As a field research through qualitative research with a phenomenological paradigm, the research data was obtained through interviews, observations, documentation, and reference searches to be further processed and analyzed through reduction, exposure, and conclusion of data. The study results show that the components of self-regulated learning, which in this case consist of motivation regulation, planning, effort regulation, attention focusing, task strategies, using additional resources, and self-instruction, can be identified which are applied to sit students as creative learning subjects. The conclusion shows that applying various self-regulated learning components contributes to shaping students' creativity in participating in Arabic language learning.
29
bin Ahmid, Mohammad Haafiz. "Predicting Self-Regulated Learning Among Non-Arab Students in Learning Arabic Language: Contributions of Teaching Effectiveness." Albukhary Social Business Journal 1, no. 2 (2020): 140–43. http://dx.doi.org/10.55862/asbjv1i2a013.
Full textAbstract:
Self-regulated learning is a combination of the metacognitive, motivational, and behavioural aspects for student to achieve their learning goals. Previous studies have found that self-regulated learning can make students autonomous in their learning without relying on teachers. Without the ability to learn on their own can lead students to become passive in learning process because Arabic language is a challenging subject to them. Therefore, this study investigates teaching effectiveness in predicting self-regulated learning among non-Arab students. The quantitative approaches used and the data collected with SETERS and MSLQ as the research instruments. 542 non-Arab students in Malaysia have been participated in this study from various schools. The data processed by multiple regression analysis using SPSS. Overall, this study found that teaching effectiveness significantly predicts self-regulated learning. Therefore, teachers need to ensure that the information delivery of the lesson is effectively conveyed to the students to stimulate self-regulated learning in Arabic language learning.
30
Rahmani, Eka Fajar. "Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study." Voices of English Language Education Society 8, no. 1 (2024): 32–42. http://dx.doi.org/10.29408/veles.v8i1.24811.
Full textAbstract:
This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings indicate a range of levels of knowledge and usage, with students generally acknowledging that smartphones are valuable tools for improving language acquisition through self-regulation. Analysis based on Zimmerman's model yields high average scores (3.42-3.51) for forethought, performance, and reflection & evaluation, indicating students engage in self-regulated learning practices. According to the MALL framework analysis, task design and design characteristics, all received high ratings (ranging from 3.42 to 3.68). This indicates that the app features effectively promote self-regulated learning activities. This study emphasizes the crucial role that smartphones play in promoting self-regulated learning practices and enhancing the acquisition of the English language among university students
31
Mizumoto, Atsushi. "Effects of self-regulated vocabulary learning process on self-efficacy." Innovation in Language Learning and Teaching 7, no. 3 (2013): 253–65. http://dx.doi.org/10.1080/17501229.2013.836206.
Full text
32
Nikoopour, Jahanbakhsh, and Mohammad Shaker Khoshroudi. "EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?" Journal of Language Teaching and Research 12, no. 4 (2021): 616–23. http://dx.doi.org/10.17507/jltr.1204.13.
Full textAbstract:
The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.
33
Vijayakumar, S., Akhter Habib Shah, Syed Farhat Jahara, and Tribhuwan Kumar. "The impact of teacher regulated versus self-regulated flipped learning." World Journal on Educational Technology: Current Issues 14, no. 6 (2022): 1857–72. http://dx.doi.org/10.18844/wjet.v14i6.8359.
Full textAbstract:
The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-mediated and student-regulated learning brings potential and obstacles. Both groups showed signs of progress. Students in the teacher-mediated flipped mode, on the other hand, outperformed those in the self-regulated flipped method.
 Keywords- ESL, Flipped Instruction, Online Learning, Pedagogy, Self-Regulated Learning
34
Lai, Chun, and Mingyue Gu. "Self-regulated out-of-class language learning with technology." Computer Assisted Language Learning 24, no. 4 (2011): 317–35. http://dx.doi.org/10.1080/09588221.2011.568417.
Full text
35
AHMID, MOHAMMAD HAAFIZ, and MOHD KHAIRUDDIN ABDULLAH. "SELF-REGULATED LEARNING AMONG NON-ARAB STUDENTS: CONTRIBUTION OF STUDENTS’ MOTIVATIONAL BELIEFS IN LEARNING ARABIC LANGUAGE." Quantum Journal of Social Sciences and Humanities 1, no. 2 (2020): 28–37. http://dx.doi.org/10.55197/qjssh.v1i2.12.
Full textAbstract:
Learning Arabic language among non-Arabic students is a major challenge as they do not native-speaker for the language. At the same time, they obligated to take the test and this can cause students emotional change and feel stress to achieve their goals. Self-regulated learning is one of the ways to overcome the problems because of its effectiveness in learning Arabic language. However, it can be affected by low levels of students' motivational beliefs, especially when they consider the language too difficult to learn. Therefore, this study will determine the contribution of motivational beliefs on 542 non-Arab students from various Malaysian schools. A quantitative approach was adopted and a set of questionnaire was used as an instrument for data collection. Multiple regression analyzes were conducted to determine the contribution. The results revealed that students' motivational beliefs influence self-regulated learning and intrinsic value predicts the most of it. The findings demonstrate how important for students to develop their feeling towards Arabic language and built confidence so that they can practice self-regulated learning in learning Arabic language more effectively.
36
Zou, Fengmei, Cui Zhiyu, Lin Qiucheng, et al. "Analysis of China’s English Curriculum Standards for Compulsory Education from the Perspectives of Self-regulated Learning." Gipan 6, no. 1 (2024): 5–18. http://dx.doi.org/10.3126/gipan.v6i1.68121.
Full textAbstract:
This paper analyzes the English Curriculum Standards for Compulsory Education (2022 Edition) developed and implemented by the Ministry of Education in China. We used Self-regulated Learning as a perspective in analyzing the curriculum standard and identified several elements of Self-regulated Learning emphasized in the document. This paper further elaborates how an inclusion of self-regulation is aimed at enhancing the teaching and learning of English as a foreign language in China. It presents the stages and sub-processes of self-regulated learning, in analyzing the curriculum standard. In this qualitative text analysis, the findings have been reported on thematic basis using the self-regulated learning framework and the elements that facilitate self-regulation. The findings show that English education under the guidance of the Standards attaches high importance towards stimulating learners' autonomy and cultivating their self-regulated learning ability. This finding has an important implication for the future teaching and learning of English as a foreign language in China as such a policy focus on the self regulation can lead towards an improved engagement of the English learners in schools.
37
Jihan Inayah and Wiwiet Eva Savitri. "THE CONTRIBUTION OF SELF-REGULATED LEARNING IN SHAPING HIGH SCHOOL STUDENTS’ ENGLISH PROFICIENCY." Yavana Bhasha : Journal of English Language Education 7, no. 2 (2024): 129–36. http://dx.doi.org/10.25078/yb.v7i2.3756.
Full textAbstract:
The study addressed the influence of self-regulated learning (SRL) in English language learning. It involved 23 high school students attending a private school in Surabaya. The school implements bilingual language usage, incorporating both English and Indonesian. Therefore, most of the students demonstrated high fluency in English, as evidenced by their effortless communication during class activities. The students completed a scale and open-ended questionnaire regarding self-regulated learning and participated in an English proficiency test. The data were analysed using simple regression analysis. The finding suggests that self-regulated learning did not predict students’ English proficiency. Instead, according to students’ open-ended responses, the study found that students’ English proficiency was highly influenced by their exposure to the language naturally without structured learning strategies. Future studies should explore a more thorough assessment of students’ self-regulated learning levels and their connection with English proficiency, particularly in similar contexts.
38
Chung, Liang-Yi. "Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers." International Journal of Distance Education Technologies 13, no. 3 (2015): 61–73. http://dx.doi.org/10.4018/ijdet.2015070105.
Full textAbstract:
Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.
39
Menggo, Sebastianus, Hieronimus Canggung Darong, and Ignas Loy Semana. "Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability." Journal of Language Teaching and Research 13, no. 4 (2022): 772–80. http://dx.doi.org/10.17507/jltr.1304.10.
Full textAbstract:
Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones' assistance affects students' English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students' characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.
40
Imani, Cahyaning, and Ive Emaliana. "DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING." UC Journal: ELT, Linguistics and Literature Journal 2, no. 2 (2021): 96–104. http://dx.doi.org/10.24071/uc.v2i2.3849.
Full textAbstract:
As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. However, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic circumstances, such as a pandemic, it is necessary to consider learning strategies that produce learning opportunities for all students to achieve specific goals in distance learning. Writing skills are considered the most challenging of all language skills among English as foreign language (EFL) students. When students use an online self-regulated learning (OSEL) strategy in learning writing, they can control their performance and benefit from online learning by adjusting their behaviors. Thus, the aim of the study is to find the causal relationship between OSEL strategy and writing skills.
41
Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 5, no. 1.1 (2022): 6–19. http://dx.doi.org/10.33262/concienciadigital.v5i1.1.1982.
Full textAbstract:
This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.
42
Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 6, no. 1.4 (2023): 6–19. http://dx.doi.org/10.33262/concienciadigital.v6i1.4.1982.
Full textAbstract:
This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.
43
Bloom, Marc. "Self-regulated learning: Goal setting and self-monitoring." Language Teacher 37, no. 4 (2013): 46. http://dx.doi.org/10.37546/jalttlt37.4-6.
Full textAbstract:
The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。
44
Octaviani, Regina, Sri Setyarini, and Rojab Siti Rodliyah. "The Self-Regulated Learning Strategies in Vocabulary Learning Using Socrative App." Issues in Applied Linguistics and Language Teaching 5, no. 1 (2023): 18–23. https://doi.org/10.37253/iallteach.v5i1.6720.
Full textAbstract:
Self-Regulated Learning (SRL) strategies has been implemented in psychological learning context. The research regarding the SRL has dynamically spread to some recent issues in the learning process, including the language learning and technology to obtain students’ learning achievement. Therefore, this study hisghlights the English language learning among secondary school students regarding the vocabulary learning achievement through one of the Mobile Apps called Socrative. This study employed a qualitative research to investigate the issue and involved 21 students as participants who were observed and interviewed. The findings figured out that the students implemented two out of fourteen SRL strategies in the EFL vocabulary learning; (1) Seeking assistance and (2) Organization, but the fact revealed that the students did not make an outstanding result based on their work on Socrative regarding to the vocabulary learning.
45
Fukuda, Akiko. "The Development of a Self-Regulated Second Language Learning Questionnaire for an L2 Self-Study Setting." Journal for the Psychology of Language Learning 4, no. 2 (2022): 1–17. http://dx.doi.org/10.52598/jpll/4/2/3.
Full textAbstract:
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.
46
Thomas, Nathan, and Heath Rose. "Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning." TESOL Quarterly 53, no. 1 (2018): 248–57. http://dx.doi.org/10.1002/tesq.473.
Full text
47
Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.
Full textAbstract:
This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.
48
Umamah, Atik, Niamika El Khoiri, Utami Widiati, and Anik Nunuk Wulyani. "EFL University Students’ Self-Regulated Writing Strategies: The Role of Individual Differences." Journal of Language and Education 8, no. 4 (2022): 182–93. http://dx.doi.org/10.17323/jle.2022.13339.
Full textAbstract:
Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences.
 Purpose. This study was conducted to describe EFL university students’ preferences for self-regulated writing strategies. It also examined the different use of self-regulated writing strategies by considering gender, interest in English writing, and writing achievement. Further, it measured the predictive effects of self-regulated writing strategies on the students’ writing achievement.
 Methods. This research applied a quantitative approach and involved 58 English students. The students were required to respond to a self-report survey using the Self-Regulated Learning Strategy Questionnaire. The students’ writing achievement was measured based on their scores in writing an argumentative essay. The data were then analyzed using descriptive statistics, an independent sample t-test, One Way Anova, and multiple regression.
 Results. The results uncovered that the overall use of self-regulated writing strategies was at a high level with the social environment strategy dimension on the top rank and motive on the bottom. Further analysis showed that there is no significant difference in the use of self-regulated writing strategies based on gender, interest in English writing, and writing achievement. Meanwhile, multiple regression analysis indicated the predictive effect of self-regulated writing strategies on writing achievement. To this end, teachers need to encourage students to use self-regulated writing strategies more optimally to enhance their writing quality.
 Conclusion. EFL students have invested high awareness of using self-regulated writing strategies. Along with this high awareness, students’ individual differences such as gender, interest in English writing, and proficiency level might not strongly influence the use of SRW strategies. Though not strong, the use of self-regulated writing strategies contributes to the students’ writing quality improvement.
49
Suherni, Suherni. "STRATEGI PENGEMBANGAN KETERAMPILAN BAHASA INGGRIS MAHASISWA MENGGUNAKAN SELF-REGULATED LEARNING MELALUI DESAIN PEMBELAJARAN MODEL FLIPPED." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 3 (2023): 717–29. http://dx.doi.org/10.55681/nusra.v4i3.1438.
Full textAbstract:
This study examines the development of students' foreign language skills in learning English using the Flipped learning design which is designed with self-regulated learning strategies. The study was conducted using a quasi-experimental design. While the experimental group received learning strategies through a flipped classroom model designed with a self-regulated learning strategy, on the other hand the control class group received learning strategies that did not use the self-regulated learning strategy of the flipped learning class model. The results of the study show that the self-regulated learning strategy positively influences the development of foreign language skills in the flipped classroom model. A significant difference in support of groups working with the platform included self-learning strategies that excelled in speaking, reading, writing, and grammar test scores. However, based on the findings there is no significant difference in the results of the listening skill test. This Research also concludes that using strategies to help students be actively involved in activities outside and inside the classroom can contribute to improving their basic English skills.
50
Yayun, Xi. "Information Literacy Self-efficacy, Foreign Language Enjoyment and Online Self-regulation of Chinese College EFL Learners." Asia Pacific Journal of Management and Sustainable Development 12, no. 3 (2024): 22–34. https://doi.org/10.70979/lbev7247.
Full textAbstract:
This study aimed to identify EFL learners’ preferences and strategies for online and blended learning, particularly focusing on their information literacy self-efficacy, foreign language enjoyment, and online self-regulation. It also sought to deepen the understanding of how these factors interact in the learning process, especially among Chinese college students studying English as a foreign language. To achieve these objectives, the researcher employed the descriptive research method, involving 425 Chinese university English language learners as respondents. The findings revealed that students displayed moderate confidence in their ability to locate, evaluate, and use information effectively during online learning and frequently employed self-regulated learning strategies. Moreover, teacher and peer support significantly contributed to fostering positive emotions among learners, particularly in online learning environments, which in turn positively impacted their academic performance. Notably, male second-year science majors demonstrated higher levels of information literacy self-efficacy, foreign language enjoyment, and online self-regulation than their counterparts. Based on these findings, an enhancement plan was proposed to support EFL learners in improving their information literacy, self-efficacy, and foreign language enjoyment, enabling them to become successful self-regulated learners in the context of online and blended learning.