Self-regulated English Learning Research Articles

It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education

This paper explores international students’ engagement with educational technology for self-regulated English learning at an Australian university. Despite the increased use of automated feedback systems (AFSs) for language assessment, students’ critical engagement with them for independent learning remains under-researched. The study primarily employed a qualitative approach to understand the students’ preferred AFS tools and critical engagement throughout their personalised learning journeys but it also included a small-scale quantitative component. Data were gathered from seven students’ e-portfolios, focus group interviews as well as a survey among 32 participants. Results highlight positive perceptions and successful use of AFSs, with students leveraging these tools to identify improvement areas, track progress and gain confidence. The study emphasises the importance of course structure, teacher guidance and a combination of human and automated feedback, in fostering learner autonomy and emotional self-regulation. The paper underscores the potential for sustained use of AFSs beyond the cours, and the significance of guiding learners to critically use these tools for ongoing learning and growth rather than dependence. These findings have significant implications, as readily available artificial intelligence tools such as ChatGPT hold great pedagogical potential for self-regulated learning within and beyond the language learning field. Implications for practice or policy Instructors can use AFSs as effective tools to help English learners in higher education when scaffolding critical engagement with automated feedback and emotional self-regulation and providing adaptability, as such scaffolding and flexibility are essential for mitigating the limitations of AFSs. Course leaders and universities should consider investing in AFSs as they can elevate the availability and sustainability of feedback for language enhancement and potentially any other type of learning.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation

Because of the recent pandemic, students have needed to become skilled, adaptable, self-regulating, and flexible toward online learning. However, few researchers considered digital nativity (DN) when studying self-regulation and learning engagement. This study explored how Chinese digital natives regulated themselves in English learning. A total of 408 college English students volunteered, and partial least squares structural equation modeling (PLS–SEM) was used to process the questionnaire’s tested four hypotheses. The results showed that: (1) DN is related to online self-regulated English learning (OSEL); (2) OSEL is related to online student engagement (OSE); (3) DN is not related to OSE; and (4) OSEL is the mediator between DN and OSE. As such, the current findings should encourage e-learning designers and educators to equip students with both computer literacy and self-regulated competence for sustainable English learning development.

Communicative Competence Fostered in a Nested EFL Learning Ecology: Technology-Enhanced Learning in the Chinese Context

This study investigates the self-perceived effectiveness of a nested EFL learning model designed to create an affordance-rich learning ecology to help EFL learners realize the co-evolution of vocabulary knowledge and communicative competence. Adopting an action research approach, this study examined the predicament college students encountered under the CLT paradigm in the Chinese context, and the learning difficulties were identified. A nested EFL learning model was designed to address the issue by creating an effective learning environment in which micro, meso and exo systems interacted with each other to provide multi-mode usage events for the EFL learners’ language development. Quantitative data was collected from two online surveys (N=91) and analyzed with IBM SPSS 26, and qualitative data was elicited from students’ reflective accounts. The results revealed that the model positively affected students' language development regarding their vocabulary acquisition, listening and speaking proficiency. Other benefits derived from the learning experience outside the classroom, represented by an innovative WeCo (We Connect) reports project based on WeChat, are reflected in students’ growing self-confidence as EFL learners and their awakening consciousness to learn English by using the language. Some constructive suggestions were proposed to improve the model. The design in this study provides a solution to the learning difficulties perplexing most EFL learners. It sheds light on how teacher-guided self-regulated English learning beyond the classroom can be augmented by modern technologies to develop communicative competence accompanied by the growth of productive vocabulary knowledge.

EFL UNDERGRADUATE STUDENTS’ ONLINE SELF-REGULATED LEARNING STRATEGIES DURING COVID-19 PANDEMIC

This research aims to identify online self-regulated learning strategies of EFL undergraduate students during the COVID-19 pandemic. This research involved 81 EFL undergraduate students batch 2020 majoring in English Language Education in a private university in Indonesia. The Online Self-Regulated English Learning (OSEL) questionnaire adapted from (Zheng et al., 2016) was chosen as the instrument of this research. The questionnaire consists of 21 items. The findings reveal that EFL undergraduate students’ online self-regulated learning strategies employ five domains, namely (1) goal setting (M= 3.800, SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3) task strategies and time management (M= 3.365, SD= 1.062), (4) help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M= 3.784, SD= 0.968). EFL undergraduate students also perform high self-regulated learning strategies in the domain of environment structuring, particularly in arranging and determining the right place that supports learning English. However, they have low self-regulated learning strategies in task strategies and time management domains, particularly in preparing questions when learning English. Further researchers are recommended to look into the relationship between the amount of time undergraduate students spend learning English and their self-regulated learning strategies.

Social Media Utilization for Self-Regulated English Learning during COVID-19 Outbreaks

It is quite challenging at this moment for undergraduate students to study from home (SFH) during the COVID-19 outbreaks. Social distancing practices applied during the coronavirus outbreaks to most of the public settings, including at academic activities at university. Fortunately, there have been many platforms of social media provided and accessed easily in this digital era. This current study aimed at investigating and understanding higher education students’ perspectives on social media in learning English independently in the COVID-19 outbreak. Researchers used an online survey as the main research instrument to gather data from 147 potential students to be the respondents to fill out the survey from three universities in the Sulawesi region, Indonesia. The result showed that 81% of respondents used WhatsApp as the medium to study autonomously at home during the pandemic. Besides, YouTube (77.6%), Instagram (57.8%), Facebook (29.3%), and Twitter (24.5%) also became the additional choices. They used those friendly-users and cheap accessed social media platforms to watch and to listen to English videos (79.6%) also to have the written chats in English with friends and teachers (67.3%) as well as to have the audio and video calling in English (36.1%). Further, during the pandemic, respondents improve their speaking skills (37.4%), listening skills (29.3%), reading skills (17%), and writing skills (16.3%) through social media. Even though the world is distracted, university students in this region keep their motivation to learn English from home autonomously.

Relating university students’ online self-regulated English learning to motivational beliefs: a structural equation modelling analysis

ABSTRACT This study investigated university students’ online self-regulated English learning (OSEL) and related it to their motivational beliefs in order to probe important psychological factors that may predict how students use self-regulated strategies to facilitate their online English learning. The data was gathered from 337 Thai university nursing students. The instruments used in this study were validated to measure motivational beliefs and OSEL in the context of Thai university students. All motivational belief factors were significantly associated with OSEL. The results of confirmatory factor analysis (CFA) indicated that the construct validity of the questionnaire items was acceptable. Furthermore, the structural modelling analysis (SEM) showed that intrinsic value and cost were significant predictors of all OSEL strategies, namely, behavioural strategies, goal setting, and environment structuring. Meanwhile, academic self-efficacy and attainment value were positively related to certain OSEL factors. Implications for enhancing students’ motivation and self-regulation in online language learning as well as directions for further investigations are discussed.

Students’ Perceptions and Experiences on YouTube-mediated Self-regulated Learning

Self-regulated learning is an independent and effective process where learners can fully control their learning. This narrative inquiry research aims to investigate the perspectives and experiences of EFL students who frequently watch YouTube videos to learn English outside of the classroom. The data from six participants of one of state university in Karawang, Indonedia were collected through questionnaires and semi-structured interviews. It was found that the majority of the students’ showed positive perceptions towards the use of YouTube for their goal commitment, affective, resource, and culture regulation. In contrast, the students showed negative perceptions towards the use of YouTube for their metacognitive and social regulation. Regarding students’ experiences, the findings revealed: (1) English skills that can be improved by frequently watching YouTube are listening and speaking skills; (2) the students tend to like the videos as feedback; (3) each student has a different preference on what videos and channels they usually watch to help them learn English; and (4) learning English using YouTube was considered to be more flexible, easier to be understood, and more enjoying than formal learning; nonetheless, formal learning can help the students practice their English more. In conclusion, using YouTube videos was considered to be helpful to accommodate the students’ self-regulated English learning.

Online English Language Learning Motivation and Self-Regulation of Korean University Students

This study examines the latent factors surrounding motivation and self-regulation in an online English language class, focusing specifically on Korean college students. Three-hundred and forty-two freshmen from diverse majors participated in this study, which utilized a background questionnaire, the Online English Learning Motivation (OELM) scale, and the Online Self-Regulated English Learning (OSEL) scale. Exploratory factor analysis was employed and confirmed a strong validity and reliability for both scales. The findings also revealed that underlying factors from the OELM include expectations for learning English, intrinsic/extrinsic motivation towards English learning, cultural interests in English-speaking countries, and grade-relevant motivation. Latent factors from the OSEL contain goal setting and learning strategy use, learning environment and learning styles, help seeking, and time management. Based on the results, this study offers insights and suggestions to improve online English pedagogy.

Exploring Pedagogical Effect in English Online Classes for Primary Students - Focused on the Self-regulated Learning and Academic Achievement

Amidst COVID 19 pandemic, online learning and blended learning have been conducted at local schools to minimize students’ contact. In order to ensure effective academic learning, this study aims to investigate the relevance between primary students’ self-regulated learning competencies and their academic achievements. The study takes two statistical analyses(Independent t-test and Correlation analysis) along with conducting a survey at the end of the semester to understand how the participants perceive their self-regulated English learning. There are three main findings as follows. First, the general result from the survey shows that the participants aware of their self-regulated learning at a moderately high level(M=3.51). They specifically perceive better in the categories of “confidence, self-awareness, and responsibility”. Second, significant differences were reported in the t-test between the higher group and the lower group in terms of their two performance tests. Third, statistical analysis demonstrates the stronger correlation between performance test 2 and assignment submission which is conducted in the 2nd semester. On the basis of these findings, several pedagogical suggestions are made for effective online English learning to promote primary students’ self-regulated competence.

EXPLORING THE ROLE OF UNIVERSITY STUDENTS’ ONLINE SELF-REGULATED LEARNING ACROSS DIFFERENT EPISTEMIC BELIEFS LEVELS

Self-regulated learning is one of the keys of success in acquiring knowledge. Epistemic beliefs also play an important role on the self-regulated learning process. It affects students’ achievements depend on each belief of knowledge and knowing. However, less attention given to the constructs on online learning environment. The main purpose of this research was to know the extent of EFL students’ Online Self-regulated English Learning (OSEL) across the different level of Epistemic Beliefs. A total of 100 EFL students from Universitas Brawijaya were chosen randomly as the samples for this study. This survey study was adopting two questionnaires from Emaliana (2017) and Zheng et al. (2016) to gather the data. The result reports that there were from 81 students who have sophisticated epistemic beliefs, 54 students are having Advanced OSEL. It indicated that the extent of EFL students’ OSEL across different epistemic beliefs levels are great. Unexpectedly, it was found that there are students who have Basic OSEL with sophisticated epistemic beliefs and vice versa. Accordingly, it is recommended for further researcher to investigate this unique case. By using a qualitative design, it might enable further researchers to get profound result.

Profiling Chinese EFL students' technology-based self-regulated English learning strategies.

This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study (N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students (N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies, goal setting and learning evaluation, social strategies, technology-based English song and movie learning, and technology-based vocabulary learning. The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

Exploring the role of EFL learners’ online self-regulation profiles in their social regulation of learning in wiki-supported collaborative reading activities

Previous research indicated that the individual skills that learners bring to the group is critical to the social regulation process in computer-supported collaborative learning activities. However, few studies have explored how students’ self-regulation capacity is related to the occurrence of the social regulation strategies in the learning group. Situated in a wiki-supported collaborative reading situation, this study explored the roles of English language learners’ online self-regulation profiles in their use of social regulation strategies in the collaboration process. The participants of this study were 95 Chinese college students who studied English as a foreign language. The Online Self-regulated English Learning Questionnaire was used to measure the students’ self-regulation strategies, based on which latent profile analysis was adopted to identify the students with similar patterns of self-regulation variables. Content analysis of students’ discussion messages was conducted to analyze their social regulation strategies in collaborative learning, focusing on regulation types (i.e., co-regulation and socially shared regulation) and regulation foci (i.e., task, emotion, and organization). This study identified two distinctive types of online self-regulation profiles, namely, reflection-oriented competent profile and average profile. The results show that, in terms of the types of social regulation, individual students belonging to the reflection-oriented competent profile tended to be more active in initiating and carrying out socially shared regulation strategies. Regarding the social regulation foci, it was found that the learners of reflection-oriented competent profile demonstrated significantly more positive social–emotional regulation strategies. The findings suggest that teachers need to consider students’ online self-regulation profiles when dividing them into small groups to carry out wiki-supported collaborative learning activities.

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning.

Exploring Factors Affecting Online Self-Regulated English Learning

This study aims at examining POLE and ATLE factors affecting the OSEL as well as the relationship between POLE factors and OSEL factors and the relationship between ATLE factors and OSEL factors. Using the data collected from three questionnaires, this study conducted a correlation analysis and regression analysis in order to investigate the relationships and the OSEL-affecting factors. The findings were: first, “acquiring a new perspective,” “applying,” and “drilling and practicing” among POLE factors, and “intrinsic motivation” among ATLE factors revealed positive relationships with all of the OSEL factors; second, “applying” among POLE factors and “intrinsic motivation” among ATLE factors acted as predictable factors of three to five OSEL factors, and “learning strategies” among ATLE factors served as a predicator of two OSEL factors. Based on the findings, pedagogical importance and implications of the current research and the roles of language instructors in an EFL learning setting were discussed.

Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning

In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners’ online self-regulating capacity in their collaborative learning. This study used wiki-based literature circles as an instructional method to engage EFL learners in collaborative learning. Using a mixed research method, this study examined the under-researched relationship between learners’ online self-regulation and their attitude toward learning through wiki-based literature circles activities. Quantitative data were collected from two surveys, the online self-regulated English learning (OSEL) and the attitude toward wiki-based literature circles (AWLC), among 228 university students in China. Qualitative data were collected from a follow-up interview of 13 participants to explore further the interplay between the students’ online self-regulation and their attitude. The results indicated that students hold positive attitude toward learning through wiki-based literature circles in terms of perceived usefulness, self-efficacy, affection, and behavior. The findings partially confirmed the positive correlations between students’ self-regulated learning strategies and their attitudes. More interestingly, stepwise regression analysis revealed that students’ goal setting acted as a significant predicator of their perceived usefulness of and self-efficacy in completing wiki-based literature circles activities. Self-evaluation was found to be the variable to predict the learners’ affection for and behavior in doing this task. This study highlighted the positive role of students’ goal setting and self-evaluation for explaining their attitude toward wiki-based collaborative learning. Pedagogical implications and future work are also addressed.

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

This quantitative study investigated the relationship between learners’ online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants’ variance of self-efficacy in English listening, speaking, and reading. Moreover, learners’ environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students’ self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners’ self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach

This study presents a structural relationship model that integrates English language learners’ motivation with their online self-regulation. Two questionnaires, Online Language Learning Motivation (OLLM) and Online Self-regulated English Learning (OSEL), were developed and administered to 293 Chinese university students. The results indicated that OLLM consists of five factors, namely online language learning experience, cultural interest, instrumentality-promotion, instrumentality-prevention, and others’ expectations. Meanwhile, OSEL is composed of six factors: goal setting, time management, environment structuring, help seeking, task strategies, and self-evaluation. The path analysis revealed that students with a positive future image of their language learning and an intrinsic interest in English culture tended to have better self-regulatory capacity in online learning environments. In contrast, students who learn English so as to avoid negative academic results might be less motivated to carry out online self-regulated learning. Also worthy of note is the negative association between L2 learners’ previous online learning experience and their online self-regulatory efforts. Learners with positive online learning experiences tended to be more flexible and independent in their self-regulatory learning process. Related pedagogical implications are discussed, such as motivating learners to visualize a successful future self, improving their inherent interest in learning English, and designing more effective online tasks.

The relationship between Chinese university students' conceptions of language learning and their online self-regulation

Abstract In the field of second language acquisition, an increasing amount of research has been conducted on learner beliefs and self-regulation. Less attention, however, has been focused on the relationship between the two constructs in online learning environments. This study reports on a quantitative inquiry about the relationship between Chinese learners' conceptions of language learning and their online self-regulation. Data were collected through two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulated English Learning (OSEL), among 401 university students in China. The findings provide empirical evidence linking learners' COLE with their OSEL. In particular, the two factors in the COLE, such as language learning as “Understanding and seeing in a new way” and “Memorizing,” play powerful and positive roles in predicting learners' online self-regulation. More interestingly, the study reveals that emphases on achieving success in examinations may relate to learners' unsophisticated conceptions of language learning, which negatively associate with their online self-regulation. These findings suggest that language instructors reinterpret learners' preference for memorization in the learning process and adopt pedagogical methods to foster sophisticated conceptions of learning among learners. Second, we recommend that policy-makers be aware of the negative influence of “Testing” and diversify assessment methods in language education.