Abstract
This study analyzes vocational college students’ self-regulated strategies for blended learning. It investigates whether there are any differences in self-regulated learning strategies among students with gender and achievement variables. Twenty-three students at a vocational college in an EFL (English as a Foreign Language) context participated in the project; a structured questionnaire was used as the major research instrument and the TOEIC (Test of English for International Communication) English Test to categorize students’ competence in English. In the four subcategories of self-regulated learning strategies, the results show that the students obtained their highest scores in metacognitive and the lowest in cognitive strategies. It was observed that: a) there was a correlation between the students’ level of linguistic competence and their action control strategy; b) students with a high level of competence performed better than those with an intermediate one; c) gender was not reflected in any significant difference in any of the sub-categories but the statistic data revealed that male students had more confidence in cognitive and action control sub-categories than female students, this is potentially a field that needs further study.
Highlights
As network technology has advanced – with breaking through the limits of space and time and adapting the learning characteristics of digital learning – it has brought new opportunities for teaching and learning
Twenty-two students at a vocational college in an EFL (English as a Foreign Language) context participated in the project; a structured questionnaire was used as the major research instrument and the TOEIC (Test of English for International Communication) English Test to categorize students’ competence in English
It was observed that: a) there was a correlation between the students’ level of linguistic competence and their action control strategy; b) students with a high level of competence performed better than those with an intermediate one; c) gender was not reflected in any significant difference in any of the sub-categories but the statistic data revealed that male students had more confidence in cognitive and action control sub-categories than female students, this is potentially a field that needs further study
Summary
As network technology has advanced – with breaking through the limits of space and time and adapting the learning characteristics of digital learning – it has brought new opportunities for teaching and learning. An online course management application, Moodle, has been designed to enable teachers to build and manage digital courses. Bonk (2009) points out three benefits of using open learning sources. English teachers can design ore practical or engaging activities to insert in a course with different techniques for teaching reading or writing. They allow institutions to offer courses which would be too costly otherwise; secondly, they make more linguistic and cultural sources available to individuals who would not otherwise be able to access them and thirdly, they create communities of like-minded educators who share programming talents and courses, but are interested in improving the human condition as well
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