Abstract
This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.
Highlights
The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning (Jung, 2015; Botero et al, 2018) and enabling students to actively and effectively use technology both inside and outside the classroom
This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes
Guided by the Expectancy-Value Theory (EVT) (Wigfield and Eccles, 2000; Eccles, 2009), this study focused on examining in Chinese university English as a Foreign Language (EFL) undergraduate students the interplay between English language self-efficacy, English enjoyment, technology-based SRL strategies, and their English learning outcomes
Summary
The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning (Jung, 2015; Botero et al, 2018) and enabling students to actively and effectively use technology both inside and outside the classroom. Technology-Assisted Self-Regulated English Language Learning in classroom technology-using conditions (Winke and Goertler, 2008; Peters et al, 2009; Steel and Levy, 2013). In the course of learning a second or foreign language, learners are at the center of learning and play an instrumental role in shaping outcomes of their learning experiences. Key to this view of learner-centredness is selfregulation and learners taking the responsibility for their own learning (Holec, 1981). What is lacking in recent research on technology-assisted language learning is a systematic examination of SRL strategies in technology-using conditions in an EFL context. This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes
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