Self-regulated Language Learning Research Articles

Evaluating AI's impact on self-regulated language learning: A systematic review

AI technology is reshaping language classrooms, prompting students to adopt flexible roles exhibiting linguistic competence and self-regulated learning (SRL) skills. Considerable studies explore the necessary integrated learning perspectives, emphasizing AI's adaptive role as a mind tool. In AI-mediated language learning, the technology's metacognitive importance enables students to learn with AI as a partner, encouraging independent critical thinking. Within Zimmerman's SRL model, AI as a mind tool is integrated for improving language students' strategic employment in a cyclical process. A systematic review, following PRISMA protocols, examines the intersection of AI and self-regulated language learning (SRLL) over 2000–2022. Findings highlight AI's evolving role, predominantly through algorithms and systems, aiming for micro and macro integration. Interactive AI has not fully engaged in two-way directions, despite a familiar process approach in reviewed studies. In the favored ESL/EFL research context, task-specific AI is utilized to encourage cyclical improvement with learner autonomy enhancement mainly among higher education students at intermediate level or above. Pedagogical values are possible when major SRL phases are fully practiced, even without highly autonomous AI. Future research is directed toward adaptive personalized technology by exploring the dynamic interplay between AI technologies and SRLL as educational practices under Education 4.0 principles.

Technology-Supported Self-Regulated Language Learning: A Systematic Review

Technology-Supported Self-Regulated Language Learning: A Systematic Review

A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments

This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners' language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.

Self-regulated learning strategies of tertiary level EFL learners

The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.

METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.

Considerations in Designing and Validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the Process

This article describes a new questionnaire, the “Diagnostic Inventory for Self-Regulated Language Learning” (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners’ self-regulated strategy use, and present a rationale for the DISLL. We explain Zimmerman’s (2000) three-phase model, adapted with simplified phase names: planning, doing, and reflecting. Every DISLL phase starts with a brief scenario to help learners judge how often they employ each strategy in that phase. Already completed are a review of the DISLL 1.0 by 18 international researchers, the step-by-step creation of the DISLL 1.1, and the profiling of vocabulary in the DISLL 1.1 to ensure the simplicity necessary for intermediate-level learners. We present an argument-based validation framework, to be supported by piloting the DISLL 1.2 in Iran, Saudi Arabia, Spain, and Poland and even broader piloting of the DISLL 1.3. Statistical analyses will involve quantitative methods, e.g., exploratory and confirmatory factor analysis, reliability analysis, and confirmatory composite analysis. At least one site will also use qualitative think-aloud protocols. The DISLL will be released into the public domain for free use after version 1.3.

EFL Students' Practices of Self-Regulated Language Learning in Speaking

EFL Students' Practices of Self-Regulated Language Learning in Speaking

Exploring Students’ Informal Digital Learning of English (IDLE) and Self-Regulated Language Learning from a Sociocultural Perspective

This study investigates the phenomenon of informal digital learning of English (IDLE) among students engaged in independent online learning environments. Focusing on practices for students’ language development, this study explores how students autonomously acquire English language skills through informal digital means and examines the implications. It employs a mixed-methods approach, combining surveys and interviews to collect and analyse data from a diverse group of independent online learners of English (N= 182) from 23 different Indonesian universities. Quantitative data reveals that approximately 45.1% of the variation in self-regulated language learning can be explained with informal digital learning of English identified as one of the predictors. On the other hand, qualitative data findings indicate that students actively engage in IDLE through a variety of digital channels, including social media, online forums, language learning apps, and YouTube tutorials. These informal learning activities encompass a wide range of language skills, from vocabulary acquisition and pronunciation improvement to cultural understanding and conversational proficiency. Implications of this research point to the importance of recognising and harnessing students’ IDLE practices in formal educational settings. Educators and institutions can leverage these insights to design more effective online language learning programmes that incorporate elements of informal digital learning.

Unraveling the Path to Success: Exploring Self-Regulated Language Learning among Chinese College EFL Learners

Self-regulated language learning (SRLL) plays a crucial role in the language development of Chinese college English as a Foreign Language (EFL) learners. This study presents a systematic literature review aimed at identifying the key variables associated with SRLL among Chinese college EFL learners. By conducting an extensive search of the Web of Science and Scopus databases, 88 relevant research articles were analyzed to gain insights into the effectiveness of SRLL in this context. Through a meticulous analysis of the target articles, this review uncovers the essential variables that shape the landscape of SRLL in the context of China’s tertiary education. To examine the interrelationship among these variables, this study utilized Partial Least Squares Structural Equation Modeling (PLS-SEM) for a comprehensive quantitative analysis. PLS-SEM enables a robust examination of multiple variables simultaneously, making it an ideal statistical technique for analyzing the complex dynamics of SRLL. By identifying the crucial factors that drive the SRLL process, researchers and educators can develop targeted interventions to enhance language learning outcomes among Chinese college EFL learners. Moreover, this research will shed light on the existing gaps in the literature and pave the way for future investigations in areas such as technology-assisted learning, individual differences, and the relationship between self-regulation and language proficiency. By unraveling the complexities of SRLL among Chinese college EFL learners, this study strives to empower educators and researchers with valuable insights to foster successful language acquisition and proficiency.

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Online learning environments contain many of the variables of face-to-face learning environments. However, the inability to be in the same physical environment may cause problems due to the student’s self-management of the process. At this point, self-regulation strategies (hereafter, SRS), also used in face-to-face learning, are essential in improving the process. This study (n=24) aims to present a broad perspective of the studies based on students’ SRS by focusing on online EFL/ESL learning research articles published in the last five (2018-2022) years. The studies determined by a search string and eligibility criteria were included in this systematic review using the PRISMA coding scheme guidelines and MAXQDA was employed for content analysis. 12 strategies were identified (self-evaluation, goal setting, time management, help-seeking, task strategy, environmental structuring, self-efficacy, strategic planning, self-observation/monitoring, self-satisfaction, achievement motivation, effort regulation/persistence) and 15 key attributes were found to support the student’s use of SRS in online language learning environments (motivation, interaction-feedback, metacognition, use of digital tools, pedagogical support, autonomous learning, good learning experience, positive belief, the reflection of the process, self-efficacy, authenticity, scaffolding, cultural interest, critical thinking, the flexibility of time). This study can serve as a guide when designing online environments for self-regulated language learning.

The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria – Vung Tau University, Viet Nam

Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. According to Dewey (1959), when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. PBL is considered an alternative choice for teaching because it is a powerful tool to encourage students to solve real-world problems (Berger, 1999). It is also believed that PBL assists students to take part in learning activities as active and confident participants (Marx, 1994). This paper examines PBL that influences the self-regulated language learning (SRLL) surveyed at BVU. The study used a quantitative approach with a positivist paradigm. The quantitative approach is deductive because it tests theories, develops models and hypotheses, and collects empirical data (Schunk, 1990). A survey tool was used to collect data from respondents across students of English Studies. The results show that PBL develops the students’ SRLL, and setting goals are the centre of SRLL to help the students study better and better at higher education.

The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria - Vung Tau University, Viet Nam

The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria - Vung Tau University, Viet Nam

“YouTube as my second classroom”: Indonesian nursing students’ self-regulated language learning on YouTube

This study investigated the independent language learning that Indonesian nursingstudents did after school on YouTube. Six undergraduate nursing students who have alot of experience with YouTube viewing and have level of English equal to B1 wereasked to participate in a one-on-one interview to discuss their opinions of this selfregulated language learning. A narrative inquiry design was deployed to explore thestories of how learners felt about this technologically mediated language learning andhow it affected their language skills. The results show that discovering motivation forlearning English, searching for extra learning materials, and potential metacognitivelearning styles were the three most popular reasons for studying English on YouTube.Students perceived that learning English on YouTube was more flexible, entertaining,and approachable than traditional classroom instruction. However, this informaleducation does not promote socialization or an awareness of cultural differencesbetween nations. The findings have made a significant contribution to the futureinstructional design of ESP classroom where the integration of YouTube videos maybecome an alternative for more engaging ESP classroom interaction. Besides, promotingawareness of cultural diversities and appropriate online social interaction need to beconsidered for YouTube mediated learning activities to help students use the languageappropriately within its socio-cultural settings

The effects of strategic instruction on self-regulated language learning

The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant differences in self-regulation levels were detected across groups of language learners varying in terms of attainment or learning experience, which supports the rationale for implementing strategy instruction at linguistic faculties.

L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-regulators with the highest levels of cognitive, metacognitive, and motivational components of SRL reported the highest levels of self-efficacy, followed by the moderate strategists; EFL learners with the lowest levels on the main SRL components reported the lowest writing self-efficacy score. Learners of different profiles differed significantly in a writing performance test with the efficacious self-regulators outperforming the other two profiles. Implications for self-regulated language learning and L2 writing instruction are discussed.

Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

Mobile devices and technologies have proliferated extensively and become an integral part of life and learning. Mobile-assisted language learning (MALL) has progressed as an emerging area of research corresponding to recent advances in mobile technologies and the proliferation of smartphones and tablet computers. Accordingly, this study examined MALL research between 2008 and 2020 through a bibliometric analysis using social network analysis (SNA) and text mining techniques. The SNA and text mining analysis suggest five broad research themes: (1) self-regulated language learning by defining one's own learning objectives, (2) providing learner agency and motivation by empowering autonomy, (3) personalizing learning through artificial intelligence (AI)-supported mobile learning (m-learning), (4) MALL for learning in the wild, and (5) MALL to support higher education. The findings show that while MALL research has been considerably operationalized around linguistic factors, nonlinguistic factors relating to learners' interactions with mobile devices or applications have been largely overlooked. It was found that MALL scholarship has recently tended to incorporate the use of mobile devices in informal learning contexts and outside the classroom due to the flexibility and anytime anywhere functionality of m-learning. The study concludes with several suggestions and highlights the areas that need more attention in MALL research.

Developing English Majors’ Comprehension of Literary Texts and Online Self-Regulated Language Learning Skills via Literature Circles 2.0

To cope with the virtual learning mode that the COVID-19 pandemic has posed and driven by the desire to enhance students’ ability to plan, monitor, and evaluate their online learning, the current study sought to digitalize the Literature Circles model and investigate its effect on developing English majors’ comprehension skills of literary texts and online self-regulated language learning skills in an EFL context. Literature Circles 2.0 was adopted to teach the Literary Reading course that includes five short stories and a one-act play. To achieve the purpose of the study, two tools were implemented: Test of Literary Reading Comprehension Skills and Online Self-Regulated Language Learning Skills Questionnaire (Barnard et al., 2009). Sixty English majors, divided into two equivalent groups, participated in the study. The control group studied the course using the traditional teaching method, teacher-centered, which relies on lecturing, whereas the experimental group studied the same course using the Literature Circles 2.0, whereby students worked autonomously in an online virtual environment. The study results revealed the significant effect of Literature Circles 2.0 on developing the students’ comprehension of literary texts as they were demonstrated to be involved personally and emotionally in the active learning process of the course. Meanwhile, the students of the experimental group displayed a significant mastery of the online self-regulated language learning skills. Based on the students’ significant improvement in processing, comprehending, and extracting the meaning of literary texts, the study concluded that the Literature Circles 2.0 proved to be an effective approach to promoting students’ comprehension of literary texts. Therefore, the study conclusively recommends the use of Literature Circles 2.0 in teaching such texts.

Students' perceptions of the use of technological tools that facilitate self-regulated English language learning

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.

English Self-Regulated Language Learning on Youtube: Students’ Purpose, Perception, and Action

English Self-Regulated Language Learning on Youtube: Students’ Purpose, Perception, and Action. Objective: This study scrutinizes English learners’ self-regulated language learning using Youtube beyond the formal classroom. Methods: A qualitative inquiry approach was employed in this study. Twenty-two university students in Central Java province Indonesia who had substantial experiences of watching English-teaching videos were purposively invited for a semi-structured interview to depict how they performed self-directed learning. The data were qualitatively analyzed by classifying based on the main themes, coding, reviewing, and conclusion drawing Findings: the results portrayed that the most dominant goals of self-directed language learning on Youtube were to look for more learning sources, to enhance English skills and vocabulary, and to explore cultural knowledge. Another finding showed that learning English on Youtube was more interesting and flexible without time and space restriction. Conclusion: Youtube videos offers a fertile ground for educational purposes, particularly for developing English skills in a self-directed learning beyond formal classroom. Keywords: english teaching on Youtube; self-regulated language learning, informal learning. Abstrak: Pembelajaran Bahasa Inggris secara Mandiri melalui Youtube: Tujuan, Persepsi, dan Aksi. Tujuan: Penelitian ini bertujuan untuk mengeksplor model pembelajaran mandiri yang dilakukan oleh mahasiswa Bahasa Inggris dengan menggunakan video Youtube di luar kelas. Metode: Sejumlah 22 mahasiswa Bahasa Inggris yang berasal dari dua perguruan tinggi di provinsi Jawa Tengah Indonesia dan telah memiliki pengalaman belajar Bahasa menggunakan Youtube direkrut menjadi responden dalam penelitian kualitatif ini. Data kemudian dianalisis dengan tahapan klasifikasi, koding, review, dan penarikan kesimpulan. Hasil: hasil penelitian ini menunjukkan bahwa tujuan utama mahasiswa belajar Bahasa dengan menggunakan Youtube adalah untuk mencari sumber belajar dan informasi tambahan tentang pembelajaran mereka di kelas, untuk meningkatkan kemampuanl Bahasa Inggris dan penguasaan kosa kata, dan untuk meningkatkan kemampuan dan pengetahuan tentang budaya. Temuan lain menunjukkan bahwa pembelajaran Bahasa Inggris menggunakan Youtube dianggap menyenangkan dan lebih fleksibel oleh mahasiswa. Kesimpulan: Youtube menawarkan kesempatan yang cukup menjanjikan untuk pembelajaran Bahasa Inggris khususnya dalam memfasilitasi pembelajaran mandiri yang dilakukan oleh mahasiswa. Kata kunci: pengajaran bahasa di Youtube, pembelajaran mandiri, pembelajaran informal. DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202218

The Level of Digital Literacy and Its Impact for Self-Regulated and Effective Language Learning

This study aims to discuss the effect of digital literacy level on independent language learning skills and effective learning abilities. The research respondents (n = 147) were the students of Universitas Islam Indonesia from various years who took English courses as General Education (MKU). Respondents were chosen randomly from students who participated in researcher English courses. This research is quantitative. The data was obtained through a Likert scale questionnaire with a range number; 0-1 and 1-5. The quantitative data were analyzed by correlation (Pearson product-moment) and regression (ANOVA) techniques. The results displayed; first, there is no significant effect of digital literacy variables on Self-Regulated language learning skills. Second, there is a substantial impact of digital literacy on effective learning abilities. Third, there is a significant impact of Self-Regulated language learning on effective language learning. This study suggested that higher education institutions need to provide formal programs in training or workshops to increase digital literacy capacity and student academic skills to achieve effective learning goals.