Self-regulated Teaching Research Articles

The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation

ABSTRACT In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and constraints they attribute to them. Through examination of semi-structured interview data, this qualitative study uncovered that teacher guides function as potent scaffolding tools, providing teachers with procedural, instructional, and emotional support. However, despite these scaffolds, the teachers expressed their apprehensions regarding their excessive dependence on guides and their limited accommodation of diverse classroom dynamics and student needs. The teachers indicated their practice of appropriation, where they adapted teacher guide content to suit the sociocultural milieu of their classrooms and the diverse cognitive and affective needs of their students. Additionally, the teachers mentioned a gradual transition toward self-regulated teaching, where they rely more on personal expertise and creativity and less on teacher guides. This study contributes to our understanding of the complex dynamics and dual agency between teachers and teacher guides, emphasizing the need for more inclusive and reflective pedagogical resources to support teachers’ growth and autonomy.

The Influence of Distance Education and Peer Self-Regulated Learning Mechanism on Learning Effectiveness, Motivation, Self-Efficacy, Reflective Ability, and Cognitive Load

COVID-19 has resulted in the increased use of distance learning around the world. With the advancement of information technology, traditional classroom teaching has gradually integrated the Internet and distance learning methods. Students need to be able to learn on their own in a distance learning environment, so their ability to self-regulate their learning in a distance learning environment cannot be ignored. However, in previous studies on self-regulated learning, most learners learn alone. When they have academic doubts, they cannot obtain help and support from their studies, resulting in reduced learning outcomes. This study uses the peer self-disciplined learning mechanism to establish a distance teaching system that assists students and to improve their own learning status by meeting with peers at a distance. It can also help learners orient themselves by observing their peers’ learning status and goal considerations. The participants in this study were 112 college students in the department of information management. The control group used a general self-regulated teaching system for learning, and the experimental group used a distance learning system, incorporating peer self-regulated learning. The results of the study found that learners who used the distance peer learning mechanism were more effective than those who used the general distance self-regulated learning system; learners who used the distance peer-regulated learning mechanism had better motivation, self-efficacy, and reflection after the learning activity than those who used the general distance self-regulated learning system. In addition, with the aid of such mechanisms, learners’ cognitive load can be reduced, and learning effectiveness can be improved.

Examining teachers’ self-regulation practice in secondary school science teaching: the case of South Gondar Zone, Ethiopia

The problem of quality education is a burning worldwide issue nowadays. Teachers' teaching quality and effectiveness is one of the major contributing factors for quality education. Self-regulated teaching is becoming the new innovative strategy for quality teaching. Hence, the purpose of this study was to investigate the practice of self-regulated science teaching in the secondary schools of South Gondar Zone of Ethiopia. Nine (9) secondary schools were selected randomly. After selecting the schools, all science teachers, 322 (chemistry, biology and physics) in the selected schools were taken as participants using comprehensive sampling techniques.302/322 = 93.8% (of which 71 (23.5%) were females, 231 (76.5%) were males; 98 = 32.5% chemistry, 100 (33.1%) Biology and 104 (34.4%) Physics) teachers completed the questionnaire. One sample t-test, independent sample test, descriptive statistics and multiple regression analysis were used for data analysis. The findings indicated that there is a positive significant difference between the expected and observed mean of teachers' self-regulated science teaching and it is not by chance. Moreover, teachers are found implementing phase one or preparatory phase (forethought) phase (goal setting, performance goal orientation, mastery goal orientation and intrinsic interest) more than other phases. The study results also showed that there is a significant difference in the implementation of self-regulated science teaching between male and female teachers (females are found better than males). However, gender and teachers' experience together were not found a significant predictor of self-regulated science teaching. The study needs further evidence using observation and interview and the result would have a message for teacher educators to further investigate and adapt in their training manuals to improve teachers’ teaching quality.

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.

Teacher Engagement in an Out-of-School Reading Program

Quality out-of-school reading programs have positive impact on students’ academic learning. However, the recruitment and retention of qualified teachers for such programs can be challenging. In this article, we described an out-of-school reading project, the It Takes a Village Project (or Village Project), that not only enhanced students’ reading outcomes, but also supported the development of autonomy, sense of accomplishment, collegiality, and meaningful engagement of teachers who work in the out-of-school project. Based on observation notes, survey, and focus group feedback from experienced teachers engaged in the Village Project for multiple years, we reported teachers’ perception of their engagement in the Village Project and highlighted factors that supported teachers’ self-regulated teaching. Discussions were provided for educators and administrators to support and retain quality teachers in both out of school, and PreK-12 settings.

Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy?

<p style="text-align:justify">This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students’ response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students’ professional competencies.</p>

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

the main aim of this learning was the effect of teaching of self-regulation on test anxiety; college achievement and met cognition in boy students, The Society under study include all boy and girl students of MLRIT. From this society 154 persons were randomly selected as sample that include experiment and control groups and 110 persons were selected for comparative analyzes. Measurement tools was Test-anxiety inventory that encountered of reliability and validity. Plan of research was kind of pre-test and post-test with manage group. After of pre-test, experimental groups four week, every week, two sessions and every session, , an hour to share in education class of self-regulation. After of end experimental to accomplish post test with two groups. The results of T-test show that there are significant difference between test anxiety in pre-test and post-test. Also we can see differenced levels of test anxiety between this student (22.4=low, 56.8=medium 18.4=high, 18.6 tremendous). Mean scores of test anxiety among students whose parents have academic education is higher than whom their parents don't have academic education that show parents with academic education have more stringent whereas, results of t-test show that there are no significant differences between parents with academic education and no academic education also There are no significant different in mother profession and there are significant difference between boys and girls test anxiety (t=-4.76, p<0.00). With comparison Mean of two groups discover that girls encounter higher test anxiety. Results of meta cognition analyzes show that Mean scores in post-test are higher than pre-test however analyze with t-test method show that there are not significant difference between experimental and control groups in post-test of global reading, problem-solving, support research strategies and total score. results of academic achievement analyzes show that mean scores of courses increase in post-test that show self-regulation is useful in practicable and reading courses. With comparison Mean scores in foreign language books discover that pre-test are almost similar to post-test. Besides analyze with t-test methods show that there are significant difference between experimental and control groups in English, physics, chemistry and mathematics courses (p<0.05) however there are no significant difference in mathematical methods, drawing, English and Hindi courses.

Academic English Teaching for Postgraduates Based on Self-regulated Learning Environment: A Case Study of Academic Reading Course

&lt;p&gt;This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students’ self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.&lt;/p&gt;

Estructuras de decisión a partir del aprendizaje autorregulado en ambientes B- Learning

The rapid advancement of the technology has induced changes in education, where teachers and students integrate the information technology and communication (TIC) in the teaching-learning process. This problem was evident in the development of extracurricular activities, where most of the first semester students of industrial engineering at the University Corporation of Huila Corhuila have grades lower than 3.5. A sample of 77 students was taken, divided into three groups organized for the University previously. Each group was randomly assigned an experimental condition: a) b -learning environment without teaching strategy and without self-regulated learning objects; b) b -learning environment and self-regulated teaching strategy for conceptual learning objects; c ) b -learning environment with self-regulated teaching strategy and procedural objects for learning. The interaction time was three weeks, consolidated by activities, through a pretest and a postest academic achievement level is graded, finding no significant differences in the construction of decision structures from a self-regulated teaching strategy in university students interacting in b -learning environment based on objects for conceptual learning in contrast to the procedural learning objects; but an increase in the mean values is observed, showing an increase in learning, situation that fosters and suggests the need of continued research over self regulation strategies and TIC applications in the area of computer programming.

Decision structures from regulated learning B-Learning environments

The rapid advancement of the technology has induced changes in education, where teachers and students integrate the information technology and communication (TIC) in the teaching-learning process. This problem was evident in the development of extracurricular activities, where most of the first semester students of industrial engineering at the University Corporation of Huila Corhuila have grades lower than 3.5. A sample of 77 students was taken, divided into three groups organized for the University previously. Each group was randomly assigned an experimental condition: a) b -learning environment without teaching strategy and without self-regulated learning objects; b) b -learning environment and self-regulated teaching strategy for conceptual learning objects; c ) b -learning environment with self-regulated teaching strategy and procedural objects for learning. The interaction time was three weeks, consolidated by activities, through a pretest and a postest academic achievement level is graded, finding no significant differences in the construction of decision structures from a self-regulated teaching strategy in university students interacting in b -learning environment based on objects for conceptual learning in contrast to the procedural learning objects; but an increase in the mean values is observed, showing an increase in learning, situation that fosters and suggests the need of continued research over self regulation strategies and TIC applications in the area of computer programming.

Developmental Students Don't Know That They Don't Know Part II: Bridging the Gap

In the first part of this two-part article (Young & Ley, 2000), we described developmental student self-regulatory deficiencies and how self-regulatory skills foster cognitive and metacognitive skills. In this second part we suggest four compensatory self-regulation teaching guidelines for developmental teaching and compensate for the self-regulation gaps identified in the first part of this article and associated with lower achievement and developmental status. For each guideline we suggest specific teaching activity to support self-regulation.

Self-regulated teaching of others as a means of improving study habits.

Self-regulated teaching of others as a means of improving study habits.