The Use of an Online Deep Learning Approach for Improving Self-Regulation

Abstract

The present study aimed at investigating the effectiveness of an online program based on deep learning approach for developing EFL 3rd year student teachers' self-regulation. One instrument was developed for the purpose of this study; A self-regulation questionnaire. The participants of the study consisted of sixty students selected at random from EFL 3rd year student teachers at Faculty of Education, Damietta University in the academic year 2019/2020. The study adopted the quasi-experimental research design. Therefore, the participants were randomly assigned into two groups: an experimental group (n=30) and a control one (n=30). The experimental group received training through the program based on an online deep learning approach designed by the researcher. On the other hand, the control group received instruction through the regular method. Participants were pre- and post-tested on the instrument: self-regulation questionnaire (SRQ). Results revealed that the experimental group outperformed the control group in the post administration of the self-regulation questionnaire. The study concluded that the online program based on deep learning approach enhanced EFL 3rd year student teachers' self-regulation. A number of conclusions, recommendations and suggestions for further studies were presented.