How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning

Abstract

Despite evidence indicating the importance of self-regulated learning (SRL) for academic achievement and lifelong learning, there remains a lack of understanding regarding how teachers can effectively support their students in enacting SRL with e-learning tools/resources (SRL e-learning). The purpose of this study is to investigate how teachers can support English as a second/foreign language (ESL/EFL) learners’ SRL e-learning. The participants were 1473 seventh (n = 714, 48.5%, 12–15 years old) and eighth (n = 759, 51.5%, 12–16 years old) grade students in China. The proposed framework of teacher support included five dimensions, namely, SRL strategy instruction, resource support (linking SRL and e-learning practices), capacity support (scaffolding students’ e-learning experience), emotional support (communication of expectations and encouragement), and creating a constructivist learning environment. According to the Multivariate Analyses of Variance (MANOVAs), high, average, and low achievers reported different levels of SRL e-learning, suggesting that SRL e-learning contributes to English learning achievement. The structural equation modeling (SEM) results revealed that teacher support for SRL e-learning plays a crucial role in students’ SRL e-learning in ESL/EFL.