An Investigation into ESL Learners’ Nature of Self-Regulated Learning in Out-of-Class Context: A Comparative Study (original) (raw)
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Self-Regulation of Online ESL Learners in a Sri Lankan Undergraduate Context
Asia-Pacific Journal of Educational Management Research, 2023
The COVID-19 pandemic has necessitated the rapid adoption of emergency remote teaching worldwide, including in Sri Lanka. With limited time for preplanning and a sudden shift to virtual instruction, students and educators faced unprecedented challenges. Compelled to learn within the confines of their homes, students were required to develop strategies to stay focused, directed, and motivated, as the monitoring gaze of the teacher became less salient in the virtual learning context. Hence, this case study investigated the presence of Self-Regulated Learning (SRL) among a group of undergraduate English as a Second Language (ESL) students engaged in online learning via the Zoom application. It also explored effective practices employed by ESL teachers to support self-regulated learning in this kind of learning environment. Using the exploratory research design, quantitative data were gathered from a convenience sample of 203 ESL learners who were following their year one English course virtually. Apart from a self-report online questionnaire shared among the respondents, semi-structured interviews were conducted to gather qualitative data to crosstabulate the findings. Study findings reveal that participants demonstrated positive selfregulation, encompassing goal setting, environment structuring, time management, and helpseeking. The cultivation of self-regulated learners was facilitated by continuous teacher support, availability of teacher and peer assistance, and well-designed activities promoting self-regulation despite the virtual mode of learning. These outcomes underscore the importance of establishing a supportive and engaging virtual learning environment, even in the absence of physical classroom interactions. Sharing the good practices identified in this study, this research provides valuable recommendations for educators facing similar challenges. This study contributes to the evolving body of knowledge on effective pedagogical approaches during emergency remote teaching while also highlighting the significance of fostering self-regulated learning skills among students, enabling adaptation, and helping them to persevere in learning despite challenging circumstances.
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HRMARS, 2018
Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public websites, blogs, and online video/audio. It could be concluded that even though these ESL learners were able to locate and select the various technologies for autonomous language learning, their main choices seemed to be restricted to the conventional ones. Thus, it is suggested that teachers should play their roles in guiding learners at tertiary level on how to utilize these technologies so that they can optimize their autonomous use of technologies for more meaningful language learning. Keywords: ESL autonomous learning, self-directed, technology, lifelong learning, higher education
Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers
Contemporary Educational Technology
English as a Foreign Language (EFL) education not only requires students to receive in-class instruction but also necessitates them to engage in extra practices outside the classroom by using technological or non-technological resources. Hence, this study aimed to investigate the self-directed language learning behaviors of the EFL student teachers and their use of technology in the process by employing a mixed-methods study within an explanatory sequential research design. The quantitative data were collected from 110 EFL student teachers by using two distinct research instruments, whereas the qualitative data were collected through an open-ended questionnaire form, responded by 47 of these students. The results of the study indicated that technology utilization is a significant predictor of self-directed language learning. However, the findings show that the offcampus self-directed language learning abilities of the students, with or without the use of technology, do not significantly differ according to gender, age, and grade levels. The differences were only found in terms of unaided off-campus learning abilities of the students and their technology utilization frequency in language learning. The qualitative findings also show that students engage in a variety of self-directed language learning activities outside the classroom mostly by using technology.
Technology-Supported Self-Regulated Language Learning: A Systematic Review
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An Exploration of ICT on Self-Regulated Learning for EFL Learners in Myanmar
Proceedings of the 4th National and International Research Conference 2021: NIRC IV 2021 (ISBN (e-book): 978-974-692-439-9), January, 2021, p. 496-510, 2021
These days, the rich content and innovative applications available on the Internet allow language learners to improve their language skills through selflearning. This study aims to explore Myanmar English as Foreign Language (EFL) learners' self-initiated use of ICT from the language learning perspective. The participants were 360 students who were taking English language courses at different universities in Myanmar. The study was based on an e-survey that comprised of the demographics, the backgrounds of using ICT tools and a questionnaire with 28 items to assess the self-regulated learning using ICTs. The results indicated that most Myanmar EFL students reported using the available ICT tools at a medium-usage level. Among the eight types of ICT tools, three types (Internet tools, App tools, and multimedia resources) fell into the high-usage level. The study also revealed that Myanmar EFL students are active self-regulated learners and they get many benefits from using ICTs to reconcile various English language learning perspectives, especially getting their targeted goals and online resources or materials. However, it is important for our students to have the confidence and capability to learn to use new ICT tools as they become available. Therefore, the overall results expressed the need of teachers' great support, guidance, ICT training for learners how to apply new technologies to enhance self-regulated language learning.
Using Technology in ESL Classroom: Highlights and Challenges
Creative Education
Technology is evolving rapidly in the past two decades. Many are familiar with technology and gradually becoming digital natives. In this technological era, the application of technology has eased our ways in various fields of work particularly in the education field. Technology has also proven its effectiveness in language teaching which includes as a source of motivation and provides room for authentic learning. However, there are still disadvantages in using technology to teach. Students may get easily distracted and might misuse the technology. Other than that, frequent use of technology can limit students thinking potential. Hence, this paper reviews the highlights and challenges of using technology in language teaching. This paper could be a source of reference by teachers who are planning to integrate technology in ESL classroom. Future research can look into how technology affects students' attitude.
The Use of Technology to Enhance the Learning Experience of ESL Students
Online Submission, 2014
The growing numbers of ELLs (English language learners) makes the search for new effective and efficient instructional methods a priority. While several teaching methods and tools are used to help ELLs succeed in becoming proficient English speakers, technology has gained substantial attention due to the abundance of new technology tools, which are helping us, achieve more in less time and also due to our increasingly connected world. Tablets and apps are changing the nature of English language instruction. The purpose of this study is to investigate how technology tools helped ELLs become more proficient in English. Studies reviews and summaries of research published on the topic of technology tools and English language acquisition, specially focusing on the efficiency and effectiveness of technology tools in helping ELLs acquire English language will be scrutinized. Theories of second language acquisition will be used to better understand how Krashen's (1982) comprehensive input theory delivered using new technology provides learners with comprehensible materials leading to acquiring faster the language. Overall, from the current review of literature, I conclude that technology is an effective and efficient tool in helping ELLs become proficient in English. While there are several benefits, of using technology to enhance ELLs learning skills, quantitative data from various studies shows that factors such as costs and trainings are of great importance in assessing how efficient technology tools are. Thus, I will also explore relevant challenges to using technology for English language instruction.
IAFOR Journal of Education: Technology in Education, 2020
This study aims to understand the extent to which English as a foreign language learners use technology for their autonomous language learning beyond the classroom. With a crosssectional survey design approach, the study focuses on learner characteristics. It first investigates the existing language learner profiles of 512 English major university students concerning autonomous language learning and out-of-class technology engagement. Then, details regarding the characteristics of existing learner profiles in terms of language proficiency, daily technology use time, a variety of digital tool use and the most beneficial tools are outlined. Within this frame, cluster analyses suggested two clusters: more autonomously engaged with digital tools and less autonomously engaged with digital tools. The findings showed that more autonomously engaged students tend to have greater languagelearning proficiency than the less autonomous group. The more autonomously engaged students also spent more time daily and used various digital tools in comparison to less autonomous technology users. While online websites and social media were the most frequently used digital tools for both groups, the use of podcasts, blogs and online language courses differed. According to the provided tool lists of learners, students benefited significantly from social media, online websites, dictionaries, and intelligent tutoring system applications (apps). Online games, YouTube, Instagram and other smartphone apps, which allow students to practice vocabulary and speak with foreigners, also had considerable influence on language development. The study findings provide insights for language teachers aiming to extend learners’ in-class language-learning experiences beyond the confines of the classroom.
The Use of Computer-Mediated Tasks among ESL Teacher Trainees
The use of ICT especially computer and the Internet match the task based learning framework where students and teachers can benefit from having direct access to real audiences synchronously or asynchronously. This leads to positive perceptions and attitudes toward technology use in language teaching among educators especially in cultivating language tasks in learning and teaching. However, most of the educators are more concern of their own knowledge of the technology use. This has brought so many issues about how computer-mediated tasks have been practiced among teacher trainees during their teaching practicum. Therefore, this article reports on the implementation of technology-mediated tasks in teaching English as Second Language (ESL) among teacher trainees pursuing a diploma in TESL from a local university in Malaysia. A total of 57 teacher trainees were involved in a survey and group interviews. The data collected were analysed using SPSS version 17. Descriptive statistical analysis showed that majority of the teacher trainees have positive perceptions toward the use of computer-mediated tasks and the thematic analysis revealed a contradictory result where the level of use of computer-mediated tasks among teacher trainees is low. Finally, the data obtained has brought in a new issue for future study related to the level of exposure of computer-mediated tasks among future teachers.
Self-regulated Learning in the Digital Age: An EFL Perspective
Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in which learners take the initiative in their learning experiences. This paper reports on a study which aims to examine English as a Foreign Language (EFL) learners' use of ICT tools to self-regulate their language learning outside the formal instructional setting. A total of 777 university students attending an intensive English language preparatory program participated in the study. Analysis of the data collected through surveys showed that EFL learners were actively engaged in the use of ICT tools for self-regulated language learning, but there were variations both among the students and in aspects of regulating learning through the use of ICT tools. Öz: Dil öğreniminde bilgi ve iletişim teknolojilerinin kullanımı konusunda yürütülen araştırmalar, şimdiye dek üst bilişsel alandan dil becerileri temelli uygulamalara kadar, teknolojik araçların birçok farklı potansiyelini ortaya koymuştur. Bilgi ve iletişim teknolojilerinin potansiyelinin daha fazla araştırılması gereken bir alan da, öğrencilerin kendi öğrenme süreçleriyle ilgili girişimde bulunduğu etkin ve yapıcı bir süreç olan öz-düzenleyici dil öğrenimi alanıdır. Bu çalışma, yabancı dil olarak İngilizce öğrenicilerinin okul dışında öz-düzenleyici dil öğrenimi faaliyetlerinde bilgi ve iletişim teknolojileri kullanımlarını incelemektedir. Çalışmaya, İngilizce hazırlık programına devam eden 777 üniversite öğrencisi katılmıştır. Anket yoluyla toplanan verilerin analizi İngilizce öğrenicilerinin öz-düzenleyici dil öğrenimi faaliyetlerinde aktif bir şekilde bilgi ve iletişim teknolojilerini kullandığını, ancak hem öğrenciler arasında hem de öğrenmenin düzenlenen yönleri açısından farklılıklar olduğunu göstermiştir. Anahtar sözcükler: Öz-düzenleyici öğrenme, bilgi ve iletişim teknolojileri, İngilizce öğrenicileri