Immersing learners in English listening classroom: does self-regulated learning instruction make a difference?

Xu, Jian; Luo, Kaizhou

doi:10.1515/applirev-2021-0171

Cited by 9 publications

(6 citation statements)

References 37 publications

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“…Mohammadi et al (2020) found that students who were taught SRL strategies showed greater improvement in reading comprehension compared with the control group. Xu and Luo (2022) found that SRL training improved listening comprehension in university students. Theobald (2021) conducted a meta-analysis of studies on SRL and academic achievement and found that SRL interventions had a positive effect on academic achievement, with the effect size being the largest for younger learners.…”

Section: Background Of the Studymentioning

confidence: 95%

Effectiveness of Self-Regulated Learning Intervention on Foreign Language Learning at Tertiary Level: A Systematic Review

Noordin²,

Jeyaraj³

2023

WJEL

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Self-regulated learning (SRL) has been widely recognized as an efficient way of enhancing foreign language learning (FLL) outcomes in the sphere of higher education. The current study aimed to evaluate the effectiveness of SRL interventions or supports in improving foreign language learning among learners in tertiary institutions. The review involved 20 studies pertaining to exploring the effects of SRL interventions on improving FLL. According to this systematic review, SRL interventions can be successful in improving various aspects of FLL, including language proficiency, language learning strategies (LLS), motivation, and self-efficacy. The review also provides practical implications for language practitioners and researchers, including the need to tailor SRL interventions to the specific specialized demands of EFL learners and the importance of considering contextual factors to devise and administer SRL interventions in the sphere of FLL at tertiary education. However, several limitations of the existing studies are also identified, including limited assessment of long-term effects, limited use of control groups, insufficient consideration of individual differences, and lack of use of the mixed-methods approach. The findings also provide implications for future studies to address these limitations and provide a more nuanced understanding of the effectiveness of SRL interventions on foreign language learners. Specifically, future studies should incorporate longer-term assessments, stronger control groups, assessments of individual differences, and the mixed-methods approach. Overall, the paper provides insights into the strengths and limitations of existing research and highlights areas for future inquiry concerning SRL and foreign language acquisition.

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Section: Background Of the Studymentioning

confidence: 95%

Effectiveness of Self-Regulated Learning Intervention on Foreign Language Learning at Tertiary Level: A Systematic Review

Noordin²,

Jeyaraj³

2023

WJEL

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“…It was found that English course design based on VR could enhance students' English learning confidence and sense of achievement. Literature [21] investigated the specific impact of selfregulated learning theory on students' English listening courses based on the theory. From the quantitative data analysis of 80 students, it was found that the stronger the students' self-regulated learning ability was, the higher their listening level was, and the English course design based on this theory could effectively improve the students' English listening ability.…”

Section: Introductionmentioning

confidence: 99%

Curriculum System Design and Teaching Mode Innovation of English for Specialized Purposes Platform

2024

Applied Mathematics and Nonlinear Sciences

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The current status of ESP teaching research is not optimistic, failing to eliminate the limitations and constraints of curriculum design and teaching mode. This study first utilizes the forward and back propagation algorithms in the deep learning network to extract features from the student sample data. The clustering center of the sample data and the weight value of each feature are calculated for the clustering results using the phase dissimilarity calculation of the improved K-prototypes algorithm. Through the analysis of the students’ motivation to learn English in a specific school, it is found that the factor of “achievement motivation” accounts for the most significant proportion, which is 55.80%, and most of the students’ specific motivation to learn English for particular purposes is “to obtain the graduation certificate”, which accounts for 95.3% of the students’ motivation. Most students were motivated to learn English for particular purposes mainly by obtaining a diploma, accounting for 95.3%. Among them, students in category 2 have a higher value of learning characteristics, with an average of 0.77. In contrast, students in category 5 have the lowest value of knowledge mastery, with an average of 0.26. This study lays a data foundation and support for the design and innovation of the English for Specialized Purposes platform. At the same time, the innovative teaching mode of English for Specialized Purposes proposed in this paper based on the CDIO teaching model provides a reference for teaching English for Specialized Purposes in the future.

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“…Et al. Based on the self-regulation theory, conducted an in-depth examination of the effectiveness of self-study listening teaching and how it affects the motivation and strategy use of L2 listening, and found that SRL listening teaching has a positive impact on students' L2 listening comprehension and perception [15]. Dong, F. Optimized the interactive teaching model of university English under the conditions of computer network and digital technology.…”

Section: Introductionmentioning

confidence: 99%

The design of teaching system for university English digital course based on deep learning model

2024

Applied Mathematics and Nonlinear Sciences

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In this paper, the dependency relationship between different knowledge points is constructed by statistically counting the correct rate of answering knowledge points at adjacent times, finding the prior knowledge of each knowledge point, and the prior of the prior. The dependencies of each knowledge point are stored as key-value pairs and added into the loss function of the model as constraints, thus completing the construction of the deep learning knowledge tracking model. Aiming at the shortcomings of the deep learning knowledge tracking model, we propose to improve the DT-BKT learning knowledge tracking model and use it to design the teaching system of the university English digital course and analyze the teaching system of the university English digital course by using simulation experiments. The results show that the shortest time for acquiring the digital materials of college English is 12.35s, which is 52.87s shorter than that of the conventional English teaching resources information management system, indicating that the system in this paper is more suitable for the development and innovation of college English teaching in colleges and universities. This study can mobilize students’ willingness to participate in English learning in all aspects and has a promoting effect on the development of university English digital course teaching in colleges and universities.

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Immersing learners in English listening classroom: does self-regulated learning instruction make a difference?

Cited by 9 publications

References 37 publications

Effectiveness of Self-Regulated Learning Intervention on Foreign Language Learning at Tertiary Level: A Systematic Review

Effectiveness of Self-Regulated Learning Intervention on Foreign Language Learning at Tertiary Level: A Systematic Review

Curriculum System Design and Teaching Mode Innovation of English for Specialized Purposes Platform

The design of teaching system for university English digital course based on deep learning model

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