Enhancing web‐based language learning through self‐monitoring

Abstract

Abstract The present study investigated the effects of a self‐monitoring strategy on web‐based language learning. Both students' academic performance and their motivational beliefs were investigated. The interaction between the use of a self‐monitoring strategy and the level of learners' English proficiency was also examined. A total of 99 college students who were enrolled in classes for Freshmen English participated in this study. The experimental group was led to a web page with self‐monitoring form for recording study time and environment, learning process, predicting test scores, and self‐evaluation while the control group was not. It was found that (1) the self‐monitoring strategy had a significant main effect on students' academic performance and their motivational beliefs; students who applied the self‐monitoring strategy outperformed students who did not apply the self‐monitoring strategy on both academic performance and motivational beliefs regardless of their English proficiency level; and (2) the influence of self‐monitoring was greater on the lower English level students than on the higher English level students. The positive findings suggest that encouraging students to develop self‐monitoring could help increase the success of online learning. Thus, applying a self‐monitoring strategy is strongly recommended for web‐based instruction.