Abstract
This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.
Highlights
The fast technological development in which the knowledge society is moving forward has changed students' patterns and structures in learning
Three questions were selected to measure the variables under study, with the following findings: About the strategies commonly used by those involved in the study to self-regulate their English language learning, divided criteria are recorded
This study aimed to identify the students' perceptions regarding the use of technological tools to facilitate self-regulated learning in English
Summary
The fast technological development in which the knowledge society is moving forward has changed students' patterns and structures in learning. Familiarity with the concept of using modern technology is not limited to the use of modern gadgets and devices but is due to the introduction of innovative teaching methods and systems that facilitate faster and more complete learning In this sense, according to prevailing pedagogical theories, by utilizing the learning potential of technology, students are better able to acquire and refine both their knowledge and language skills (Lion, 2019). It is for this reason that the use of technology in English language teaching consolidates the integrated view of the modern media system and the association with other components that benefit learners in achieving the required outcomes
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