Digital portfolio and self-regulation in speaking tasks

Al-Hawamleh, Mahir S.; Alazemi, Asmaa; Al-Jamal, Dina

doi:10.1186/s40862-022-00141-w

Cited by 7 publications

(16 citation statements)

References 24 publications

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“…In other words, students with experience in the use of digital portfolios are prone to report awareness of their learning strategies, whereas students not using them are not. Consequently, the results confirm that digital portfolios are an efficient tool to develop and maintain higher education students' autonomy, reinforcing other studies in the same line [29][30][31][32]. In fact, their intensive use can lead to an acquisition of more significant learning, greater self-regulation of students' learning, and greater reflection capacity [35].…”

Section: Discussionsupporting

confidence: 81%

“…Digital portfolios can be defined as a space or dossier where students reflect and compile their learning journeys by using multimodal artefacts [29]. Such tools are proven to provide positive impacts on multiple focuses of the learning paradigm: permitting teachers to enhance students' experiences in learning and assessment [30], offering opportunities to access hard-to-measure constructs like collaboration, deep metacognitive reflections on the learning journey [31], and helping students' self-regulation in different aspects, such as speaking tasks [32], among others.…”

Section: Introductionmentioning

confidence: 99%

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The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Mogas,

Cea Álvarez,

Pazos-Justo

2023

Education Sciences

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Education is continuously evolving, even more with rapid technological advances and the needs and possibilities detected from the COVID-19 pandemic experience. In the current social context for higher education students, their need to have skills and competences related to autonomy, is increasingly acknowledged, and they must be capable of conducting better self-regulated learning. Digital competence is another elementary value to tackle with quality education: not only for online and hybrid modalities, also in face-to-face teaching and learning, the use of digital tools is proven to enrich the process and make learning more efficient. Among the resources explored in education, one of the most valuable are e-portfolios or reflexive digital portfolios. Thus, this study intends to give response to the following two questions in the context of students in higher education: is the experience of the use of a digital portfolio related to the promotion of autonomous competence? How is the use of digital portfolios related to digital competence? The sample is gathered within a European project; 355 students from six universities of five countries responded to a questionnaire. The main results confirm that students that have used e-portfolios appear more likely to be autonomous and also show remarkable differences in some items of their digital competence, compared with those that have not used e-portfolios. Not all responses point at significant differences, but at least for given aspects, we affirmatively conclude that e-portfolios may ease the learning process in terms of digital and autonomous competences.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Mogas,

Cea Álvarez,

Pazos-Justo

2023

Education Sciences

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“…Pengembangan pembelajaran berbasis Higher Order Thinking Skills (HOTS) di kelas memerlukan pendekatan yang sistematis dan kolaboratif antara dosen dan mahasiswa (Hj. Ebil, 2020;Araka et al, 2021;Al-Hawamleh et al, 2022;van der Gulden et al, 2022). Berikut adalah beberapa cara yang bisa dilakukan:…”

Section: Tahapan Pengembangan Model Selfregulated Learning Berbasis H...unclassified

Model Self Regulated Learning Berbasis High Order Thinking Skills di Prodi PPKn

Herianto

2024

JIPP

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Tujuan penelitian ini adalah menghasilkan pembelajaran berkualitas di PPKn bermuatan self-regulated learning (SRL) yang berbasis high order thinking skills (HOTS). Untuk mewujudkan tujuan dan target khusus penelitian, penelitian ini menggunakan metode penelitian kualitatif jenis studi kasus. Tujuannya adalah guna menemukan praktik pembelajaran SRL berbasis HOTS pada suatu perkuliahan selama satu semester. Hasilnya menunjukkan (1) pengembangan model SRL berbasis HOTS telah menggambarkan adanya upaya memandirikan mahasiswa dengan serangkaian aktivitas pembelajaran yang berkesinambungan, (2) kelas pembelajaran SRL berbasis HOTS dirancang dengan dukungan sumber belajar yang relevan yang dievaluasi secara komprehensif, (3) kesungguhan mahasiswa, ketersediaan sarana-prasarana pembelajaran, kedisiplinan dosen dan mahasiswa dalam menyelenggarakan pembelajaran menjadi kunci penting penyelenggaraan pembelajaran. Meski demikian, masih ditemukan mahasiswa yang belum memiliki kesadaran penuh terhadap pentingnya kemandirian pembelajaran. Hal ini menjadi bagian penting yang perlu terus-menerus diupayakan solusinya secara tepat, dan (4) perlunya upaya terus menerus untuk menemukan inovasi pembelajaran yang tepat bagi pembentukan kemandirian mahasiswa dalam setiap kegiatan pembelajaran.

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“…Self-regulation within the context of foreign language learning has received thoughtful attention supporting the importance of self-regulatory strategies and skills for the development of language literacy (Graham et al, 2018;Thiede & de Bruin, 2018) and oracy (Al-Hawamleh et al, 2022). Considering vocabulary as "an internal link among all language skills and knowledge" (Ping et al, 2015, p. 137) and its vital role in language acquisition and communication, many studies have tried to examine the ways self-regulation can assist vocabulary learning.…”

Section: Academic Self-regulation and Vocabulary Learningmentioning

confidence: 99%

The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size

Gholizadeh

Rahimi

2023

CONT ED TECHNOLOGY

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Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.

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Digital portfolio and self-regulation in speaking tasks

Cited by 7 publications

References 24 publications

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Model Self Regulated Learning Berbasis High Order Thinking Skills di Prodi PPKn

The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size

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