For master’s degree students, self-regulated learning research is limited, even though the number of online learners has exploded in recent years, especially after the international COVID-19 pandemic. This study investigated the effect of a self-regulated learning guide to help students act somewhat more autonomously. To collect the data, a self-regulated learning guide along with a questionnaire and an achievement test was used. Forty master’s degree students (20 students in each group) participated in this study; they were distributed into two groups (A and B). Group A attended online classes with their instructor, while Group B students attended online classes and received the learning guide to help them pinpoint specific strategies in the given learning context. This paper presents the results obtained from the questionnaire distributed to the students and their end-of-course test results by comparing estimated with the actual performance scores. The study concluded that providing students with a learning guide helps them regulate their learning effectively.
Self-regulated learning has been recognized as helpful in language learning. This study showed how self-regulated learning contributes to stimulating students’ speaking skills. In an English as a Foreign Language (EFL) setting, speaking is generally perceived as a challenging task requiring actions, skills, or strategies to achieve successful communication. As the actions, skills, or strategies feature learners' planning in class, digital portfolios substantially impact language learning. This study examined the impact on Kuwaiti female students' self-regulation processes during speaking tasks in EFL classes. The main results that pervaded were the anticipation, realization, and reflection phases in speaking tasks. Results have shown that self-regulated learners can speak successfully when they understand and regulate what they do with a speaking task.
This study aims at investigating the role of storytelling in promoting students' moral consciousness; as an educational activity that combines religion with storyline. To achieve this aim, an opinion questionnaire was managed to religious education teachers in Irbid, Jordan in the academic year 2018-2019. The study inquired on to what extent storytelling help in learners' internalize moral behavior conduct in light of Islamic ethics and values. The achieved results specify teachers' excessive sureness in the effectiveness of storytelling role in forming moral behavior.
The present study looked at the educational religious beliefs as gained from university courses using a self-reported questionnaire as well as semi-structured interviews. 591 students chosen through stratified random design responded to the questionnaire. 64 students from the study's sample were interviewed. The current study presented evidence to support the identification and comparison of the educational religious perceptions held by the two sets of students from Mu'tah University and Al al-Bayt University. The analysis concluded that religious education courses influenced deeply and with varying degrees students’ perceptions of religious affiliation to a large extent at Al-al Bayt University; nevertheless, it was not the case at Mu'tah. Moreover, the study reported students’ perceptions on religious awareness and religious attitudes as weak. That is, the actualization of making meaning and transferring what they believe into what they act and what they do was relatively unattainable. The study suggested the need for more courses. Hence, the study believed that universities should form the cement holding of society's religiosity together.
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