EXPLORING THE ROLE OF UNIVERSITY STUDENTS’ ONLINE SELF-REGULATED LEARNING ACROSS DIFFERENT EPISTEMIC BELIEFS LEVELS

Stephani Wulandari Tasik

doi:10.21776/ub.educafl.2020.003.02.01

Abstract

Self-regulated learning is one of the keys of success in acquiring knowledge. Epistemic beliefs also play an important role on the self-regulated learning process. It affects students’ achievements depend on each belief of knowledge and knowing. However, less attention given to the constructs on online learning environment. The main purpose of this research was to know the extent of EFL students’ Online Self-regulated English Learning (OSEL) across the different level of Epistemic Beliefs. A total of 100 EFL students from Universitas Brawijaya were chosen randomly as the samples for this study. This survey study was adopting two questionnaires from Emaliana (2017) and Zheng et al. (2016) to gather the data. The result reports that there were from 81 students who have sophisticated epistemic beliefs, 54 students are having Advanced OSEL. It indicated that the extent of EFL students’ OSEL across different epistemic beliefs levels are great. Unexpectedly, it was found that there are students who have Basic OSEL with sophisticated epistemic beliefs and vice versa. Accordingly, it is recommended for further researcher to investigate this unique case. By using a qualitative design, it might enable further researchers to get profound result.

Highlights

The result reports that there were from 81 students who have sophisticated epistemic beliefs, 54 students are having Advanced Online Self-regulated English Learning (OSEL)
The current study investigated the extent of English Education Department students online self-regulated English learning based on their different level of epistemic beliefs
In goal setting factor, it shows that the mean score for Basic OSEL responses is 0,21 which means that students tend to not set their goal in the learning process

Summary

Introduction

There is an important role that influences self-regulated learning, namely Epistemic Beliefs It defines as the beliefs of students about knowledge and process of knowing (Ketabi, 2014). When teacher or lecturer know their students’ level of epistemic beliefs, they can determine strategies, materials, and learning media that are appropriate for their students. Richter and Schmid (2010) illustrated the mechanisms by which epistemic beliefs affect selfregulated learning None of those researches has researched the extent of students' online selfregulated learning based on the different level of epistemic beliefs. By knowing students online self-regulation based on each belief, teacher or lecturer could possibly direct the atmosphere of learning that makes students "sophisticated"

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