ChatGPT’s effects on EFL learners’ autonomy and self-efficacy in self-regulated learning contexts

This study explores Saudi EFL learners’ perceptions of ChatGPT and its influence on their learner autonomy, integrating the technology acceptance model (TAM) with autonomy theory. A sequential explanatory mixed-methods design was employed with 103 Saudi EFL learners at a large public university in Saudi Arabia; qualitative interviews with five participants provided deeper insight. Quantitative data came from a questionnaire on perceived usefulness, ease of use, attitudes, behavioral intention, and autonomy (self-regulation, motivation, and independent decision-making). Results showed high levels of ChatGPT use and generally positive perceptions. Consistent with TAM, perceived usefulness and perceived ease of use were strongly linked to behavioral intention, and ease of use was linked to actual use; in turn, usage was positively associated with self-regulation, motivation, and independent decision-making. Thematic analysis showed that students valued immediacy, affective safety, and flexibility, while maintaining selective trust and ethical awareness. Overall, students viewed ChatGPT as a supportive and motivating tool that can complement (not replace) instruction and associated it with higher self-reported autonomy when used responsibly. The findings also point to affective and metacognitive factors (e.g., feelings of safety, prompting literacy) that may enrich TAM-based explanations of AI acceptance in EFL contexts.

Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3) integration and discussion of results. Furthermore, we illustrated the application of this framework by examining the relationships between learning process metrics and academic performance in the subject of Computer Programming coupled with content analysis of the responses to a students’ perception questionnaire of their learning experiences in this subject. Background: There is a prevalence of quantitative research designs in learning analytics, which limits the understanding of students’ learning processes. This is due to the abundance and ease of collection of quantitative data in virtual environments and learning management systems compared to qualitative data. Methodology: This study uses a mixed-methods, non-experimental, research design. The quantitative phase of the framework aims to analyze the data to identify behaviors, trends, and relationships between measures using correlation or regression analysis. On the other hand, the qualitative phase of the framework focuses on conducting a content analysis of the qualitative data. This framework was applied to historical quantitative and qualitative data from students’ use of an automated feedback and evaluation platform for programming exercises in a programming course at the National University of Colombia during 2019 and 2020. The research question of this study is: How can mixed-methods research applied to learning analytics generate a better understanding of the relationships between the variables generated throughout the learning process and the academic performance of students in the subject of Computer Programming? Contribution: The main contribution of this work is the proposal of a mixed-methods learning analytics framework applicable to computer programming courses, which allows for complementing, corroborating, or refuting quantitatively evidenced results with qualitative data and generating hypotheses about possible causes or explanations for student behavior. In addition, the results provide a better understanding of the learning processes in the Computer Programming course at the National University of Colombia. Findings: A framework based on sequential explanatory mixed-methods design in the field of learning analytics has been proposed to improve the models used to support the success of the learning process and the learner. The answer to the research question posed corresponds to that the mixed methods effectively complement quantitative and qualitative data. From the analysis of the data of the application of the framework, it appears that the qualitative data, representing the perceptions of the students, generally supported and extended the quantitative data. The consistency between the two phases allowed us to generate hypotheses about the possible causes of student behavior and provide a better understanding of the learning processes in the course. Recommendations for Practitioners: We suggest implementing the proposed mixed-methods learning analytics framework in various educational contexts and populations. By doing so, practitioners can gather more diverse data and insights, which can lead to a better understanding of learning processes in different settings and with different groups of learners. Recommendation for Researchers: Researchers can use the proposed approach in their learning analytics projects, usually based exclusively on quantitative data analysis, to complement their results, find explanations for their students’ behaviors, and understand learning processes in depth thanks to the information provided by the complementary analysis of qualitative data. Impact on Society: The prevalence of exclusively quantitative research designs in learning analytics can limit our understanding of students’ learning processes. Instead, the mixed-methods approach we propose suggests a more comprehensive approach to learning analytics that includes qualitative data, which can provide deeper insight into students’ learning experiences and processes. Ultimately, this can lead to more effective interventions and improvements in teaching and learning practices. Future Research: Potential lines of research to continue the work on mixed-method learning analytics methodology include the following: first, implementing the framework on a different population sample, such as students from other universities or other knowledge areas; second, using techniques to correct unbalanced data sets in learning analytics studies; third, analyzing student interactions with the automated grading platform and their academic activities in relation with their activity grades; last, using the findings to design interventions that positively impact academic performance and evaluating the impact statistically through experimental study designs. In the context of introductory programming education, AI/large language models have the potential to revolutionize teaching by enhancing the learning experience, providing personalized support, and enabling more efficient assessment and feedback mechanisms. Future research in this area is to implement the proposed framework on data from an introductory programming course using these models.

The present study tried to indicate the effectiveness of self-regulated strategies on second grade junior high school learners' autonomy in learning vocabulary. To do this, out of 46 students of two intact classes who were selected based on cluster sampling, 40 of them labeled as pre-intermediate ones and participated in this study. Then, they were randomly assigned in two groups as control and experimental, each with 20 students. Participants of the experimental group subjected to employ self-regulated learning strategies for ten sessions, however the control group followed the normal way of teaching with no treatment. To gather data, learner's autonomy questionnaire developed by Zhang and Li (2004) was used. That is to say, the questionnaire specified the students' autonomy in vocabulary learning at the end of the teaching period in both groups. Data were analyzed through SPSS software, and analysis of findings indicated a significance difference between the participants of two groups in terms of learning autonomy. Finally, the study concluded that using self-regulation strategies have significant effect on EFL learners' autonomy in vocabulary improvement. Findings of this work provide positive experience for students as well as teachers. It is hoped that they can reveal the importance of the mentioned strategies in the educational system.

The provision of patient personal hygiene in the intensive care unit: A descriptive exploratory study of bed-bathing practice

This study aimed to investigate the effect of instruction designed according to the ARCS model enriched with Web 2.0 tools on the mathematics achievement and motivation of secondary school students and to examine student opinions regarding the applied instruction process. A mixed-methods approach was employed in the study since both quantitative and qualitative data were collected. To support quantitative data with qualitative data, a sequential explanatory design was chosen from mixed-methods designs. The research was conducted in the 2022–2023 academic year with the participation of 40 7th grade students enrolled in a public school in Niğde province. The research process was planned for 10 weeks, including a pretest administration in the first week, an eight-week intervention, and a posttest administration in the last week. In the experimental group, a mathematics instruction plan designed according to the ARCS model enriched with Web 2.0 tools was implemented, while in the control group, only the existing mathematics instruction plan was implemented. Quantitative data were collected using the ratio, proportion and percentage achievement tests and the mathematics motivation scale. Qualitative data were collected through focus group interviews with experimental group students. Data analysis was conducted, which included independent samples t-tests, paired samples t-tests, MANOVAs, and content analysis. The findings obtained from this study revealed that teaching with the ARCS model enriched with Web 2.0 tools had a positive effect on students' academic achievement. When the sub-dimensions of motivation were analyzed, no significant difference was found between the groups in the posttest motivation scores, but most of the participant students in the focus group interviews expressed positive opinions about the process and mentioned the effectiveness of the process. This study provides important information about the effectiveness of integrating Web 2.0 tools into the ARCS model in secondary school mathematics education in terms of the effectiveness of the teaching process and its contributions to students' achievement.

Bu araştırmada, Sosyal Bilgiler öğretiminde Proje Tabanlı Öğrenme (PTÖ) Yaklaşımının ortaokul öğrencilerinin girişimcilik becerilerine etkisinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda hem nitel hem de nicel veri toplama tekniklerinin birlikte kullanıldığı karma yöntem desenlerinden sıralı açıklayıcı karma desen kullanılmıştır. Nicel veri toplama aracı olarak, Eroğlu, Deveci ve Gürdoğan Bayır (2020) tarafından hazırlanan “Ortaokul Öğrencilerine Yönelik Girişimcilik Ölçeği” ve araştırmacı tarafından hazırlanan Kişisel Bilgi Formu kullanılmıştır. Nitel veriler ise yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş ve içerik analizi ile yorumlanmıştır. Araştırmada çalışma grubu seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yöntemi kullanılarak belirlenmiştir. Bu kapsamada Erzincan il merkezinde bir ortaokulda 5. sınıfta öğrenim görmekte olan iki sınıftan biri deney grubu (N14), diğeri ise kontrol grubu (N14) olarak seçilmiştir. Uygulama sürecinde dersler deney grubunda Proje Tabanlı Öğrenme Yaklaşımı çerçevesinde hazırlanan “Erzincan KOSGEB ile Bilgileniyorum”, “Erzincan OSB’yi Keşfediyorum”, “Üretiyorum-Satıyorum” ve “Kadın Girişimcilerle Buluşuyorum” başlıkları altında 4 ayrı proje kapsamında işlenirken, kontrol grubunda ise müfredata uygun bir şekilde işlenmiştir. Araştırma sonucunda, deney ve kontrol grubu öntest ve sontest puanları karşılaştırıldığında, deney grubu öğrencilerinin girişimcilik becerilerinin kontrol grubu öğrencilerine göre istatiksel olarak anlamlı bir şekilde farklılaştığı sonucuna ulaşılmıştır. Araştırmanın nitel boyutuna yönelik sonuçlara göre; Proje Tabanlı Öğrenme Yaklaşımının yaratıcılık, yenilikçilik, risk alma-cesaretli olma ve başarılı girişimciler ile meslekleri tanımada etkili bir yöntem olduğu gözlemlenmiştir. Sonuç olarak, Sosyal Bilgiler öğretiminde Proje Tabanlı Öğrenme Yaklaşımının, ortaokul öğrencilerine girişimcilik becerilerini kazandırmada etkili bir yaklaşım olduğu söylenebilir.

This chapter examines the application of exploratory sequential mixed methods design in the context of small accommodation enterprises (i.e., home-stay). This study, therefore, discusses the exploratory sequential mixed methods of data collection and analysis and provides practical illustrations based on a study of small tourism enterprise sustainability practices in Ghana. The findings demonstrate that mixed methods overcome the weaknesses of a mono-method and offer an in-depth understanding of tourism and hospitality phenomena. In addition to providing a practical guide to emerging tourism scholars, the current study highlights the ability of mixed methods to develop emerging practitioners' skills in both qualitative and quantitative data. In conclusion, the exploratory sequential mixed methods design offers pragmatic data collection techniques that are non-existent in mono-methods. Accordingly, it is recommended for exploring research questions when there is limited information and high flexibility is needed.

Introduction: Although psychological and affective variables are known to influence second language learning, limited research has examined the predictive role of emo-sensory intelligence, L2 ego, and willingness to attend class in the academic achievement of intermediate EFL learners. Purpose: This study aimed to investigate these associations and explore students’ perceptions of how these factors affect their academic performance Methodology: The study followed an explanatory sequential mixed-methods design. In the quantitative phase, 206 university-level EFL learners were selected through convenience sampling. Participants completed three validated instruments assessing emo-sensory intelligence, L2 ego, and willingness to attend class. In the qualitative phase, six students were purposively sampled for semi-structured interviews to gain deeper insight into their academic experiences. Quantitative data were analyzed using Pearson product-moment correlation and multiple regression analysis to examine relationships and predictive power. Qualitative data were coded thematically, and inter-coder reliability was calculated to ensure consistency in theme identification. Results: Pearson correlation analyses revealed significant positive relationships among all three psychological constructs and academic achievement. Multiple regression analysis identified willingness to attend class as the strongest predictor of academic performance. Thematic analysis of interview data, supported by high inter-coder reliability, yielded seven recurrent themes: emotional challenges, instructional methods, sensory appreciation, emotional feedback, classroom attractiveness, learner energy, and stress. Conclusion: Findings highlighted the importance of psychological engagement and emotional resonance in language learning. This study sheds new light on how psychological traits including emotional and neurological support from teachers in the classroom impacts student engagement and learning.

New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners’ motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants’ motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group.

IntroductionChildren with inherited metabolic diseases (IMDs) often have complex and intensive healthcare needs and their families face challenges in receiving high-quality, family centred health services. Improvement in care requires complex...

This study explores the implementation of Project-Based Learning (PBL) with a heutagogic approach in universities to enhance student autonomy and critical thinking. An explanatory sequential mixed-methods design was used, combining quantitative surveys with qualitative interviews, observations, and document analysis. The study involved 150 students from three universities in West Java. Quantitative data were analyzed using descriptive statistics in IBM SPSS 24, while qualitative data were examined through thematic analysis and triangulation techniques. Findings indicate that PBL with a heutagogic approach follows seven systematic steps: problem identification, learning objective formulation, project strategy planning, information collection, project execution, presentation of results, and reflection. This method significantly enhances students’ critical thinking, creativity, and independent learning skills. However, challenges include limited technological resources, the need for more structured lecturer guidance, and student time management issues. Technological tools such as Google Classroom, Zoom, and presentation software support PBL effectiveness, though unequal access to technology remains a constraint. Addressing these challenges requires institutional investment in infrastructure, faculty training, and policy development to foster autonomous and collaborative learning environments. The findings provide insights for higher education institutions on optimizing heutagogic-based PBL to develop graduates equipped with the skills needed in the modern workforce.

Saudi EFL learners have been traditionally described as non-autonomous. During the coronavirus pandemic, Saudi universities shifted to online education. Scholars maintain that online education by its very nature enhances learner autonomy. The current study, that was conducted after students received three semesters of online education, aimed to explore the effect of the shift to online education on Saudi college EFL learners’ autonomy. It also investigated gender differences in learner autonomy. Both quantitative data by means of a self-report questionnaire (N=306) and qualitative data by means of a semi-structured online interview (N=20) were collected and analyzed. Quantitative data revealed that Saudi college EFL learners are autonomous (with a total mean of 4.02 out of 5). This mean is much higher than the means obtained in studies conducted before the shift to online education. Females outperformed males in just one dimension of learner autonomy, autonomous learning enjoyment. No gender differences were found in the other dimensions of learner autonomy or total learner autonomy. Qualitative data analysis indicated that students attributed to online education improvement in five important aspects of their learner autonomy, namely, goal setting and organization of study time, the use of the Internet and social media as learning resources, the use of performance feedback, self-assessment and computer skills. An aspect that witnessed some improvement but still has room for much improvement is reflection on learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0926/a.php" alt="Hit counter" /></p>

This study aims to investigate (a) the perceptions of 8th grade Turkish EFL learners regarding the importance and use of L2 vocabulary learning strategies (VLS), (b) to find out the relationship between perceived importance level and application level of VLS and (c) to unearth the most and the least frequently applied VLS by EFL learners in their learning processes. A mixed-method sequential explanatory design was adopted in this study. The quantitative data were collected through a questionnaire based on Schmitt's taxonomy of VLS from 398 participants and analyzed via SPSS; qualitative data were obtained from focus group interviews conducted with 45 volunteer participants and analyzed through thematic analysis. The findings indicated that EFL learners attribute a great level of significance to vocabulary learning. It also revealed that there is a significant relationship between importance and application level of VLS, which demonstrates that the strategies that were given most importance were applied on a larger scale by learners.
 
 Keywords: English Language Learning, Vocabulary Learning, Vocabulary Learning Strategies, Learner Perceptions.
 NB: Please note that the first author is Melek YOLCU.

In the context of learner autonomy, this study adopts mixed qualitative and quantitative research to investigate the EFL students’ autonomy in learning English at Shandong Institute of Science and Technology Vocational College, with the two research questions: (1) What is the current status of the autonomy in English language learning among Chinese EFL students in higher vocational institutions? (2)What are the main factors that affect the learner autonomy in learning English of EFL students in Chinese higher vocational institutions? With the stratified sampling method, one-hundred twenty-five sophomore students were randomlyselected from five majors to complete the close-ended questionnaire and 15 students among them were selected to participate in the focus-group interview. With a recovery rate of 92.8%, 125 pieces of the questionnaire were distributed and 116 pieces were valid. The data analysis tool adopts SPSS and thematic analysis. This study finds that the current EFL students have a relatively low level of autonomy in learning English and from the four dimensions of learner autonomy, the sociocultural dimension (M=2.87) is the lowest, compared to other three dimensions: political-philosophical (M=2.96), technical (M=2.99), psychological (M=3.21). The data from the focus group interviews presents the finding that students lack guidance from teachers to engage in autonomous learning. The personal correlation coefficient reflects that English teachers’ role is the largest factor in affecting students’ level of autonomy learning in English. Such findings recommend that English teachers in higher vocational institutions should notice their importance in the cultivation of learner autonomy in their students and adopt student-centred teaching based on learner autonomy.

Learner autonomy is a critical outcome in EFL education, yet the mechanisms through which instructional frameworks and educator behavior influence autonomous learning remain underexplored. This study investigates the impact of the New Learning Guidelines, a structured pedagogical framework, on the development of learner autonomy among undergraduate EFL students. Employing an explanatory sequential mixed-methods design, the study involved 539 students categorized into positive (n = 78) and negative (n = 462) attitudinal groups. The quantitative data were collected through structured questionnaires, and qualitative data were collected via semi-structured interviews. Quantitative findings revealed that students with positive attitudes demonstrated substantial gains in goal setting, strategic planning, and self-monitoring, whereas those with negative attitudes showed limited improvement from structure alone. Thematic analysis underscored the role of relational scaffolding, emotionally responsive, supportive teacher-student interactions as a critical factor in fostering autonomy among disengaged learners. These findings challenge deficit-based perspective on learner motivation and advance autonomy theory by emphasizing its socio-relational dimension. The study suggests EFL educators may integrate clear instructional guidelines with affective and relational pedagogies to address diverse learner dispositions. Practically, the findings underscore the need for teacher training programs to integrate relational strategies with structural management to promote learner autonomy effectively.