Self-regulated learning: A key factor in the effectiveness of online learning for second language learners

Yu, Bo

doi:10.3389/fpsyg.2022.1051349

Cited by 6 publications

(2 citation statements)

References 56 publications

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“…Other studies may present counterarguments against the inclusion of specific variables or propose alternative models. For instance, some studies may argue that self-regulated learning or learning motivation should be included as additional factors influencing acceptance [49][50][51]. It is crucial to respond to such perspectives and provide a rationale for the chosen variables and model in this study.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

Yulian

2024

IJIET

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In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstrates a positive correlation with attitudes, indicating that learners’ beliefs about favourable outcomes and performance in language learning influence their attitudes positively. Social influence exhibits a critical correlation with behavioural intention, highlighting the role of social factors in shaping learners’ intentions to engage in language learning activities. Effort expectancy shows a positive direct correlation with self-efficacy and attitude. Social influence significantly affects self-efficacy and attitude, and these effects are mediated by behavioural intention, as well as interactivity and engagement. These findings underscore the important role of social factors in shaping learners’ self-efficacy beliefs and attitudes, which in turn influence their behavioural intentions. Facilitating conditions have a substantial direct effect on behaviour, while interactivity and engagement act as mediators in the relationship between facilitating conditions and self-efficacy and attitude, highlighting their significance in shaping users’ attitudes and intentions to adopt and use content-based language application. Future research can investigate the suitability of the suggested model in other linguistic settings for broader applicability of the results. In light of the ever-evolving nature of technology and language learning, longitudinal studies could offer valuable insights into the lasting effects and stability of the observed relationships over an extended period.

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Section: Discussionmentioning

confidence: 99%

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

Yulian

2024

IJIET

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“…This may indicate that students perceive SRL as an important factor to achieve autonomous learning and be independent learners. In addition, some other factors that influence SRL have also been reported, such as teacher support (Kesuma et al, 2021), self-efficacy (Yu, 2023) and motivation (Abu . Therefore, it is pertinent for the current study to explore the influence of motivation on SRL to further understand variables that contribute to learner autonomy.…”

Section: Background Of Studymentioning

confidence: 99%

The Influence of Learners’ Motivation and Self- Regulated Learning Behaviour

Anuar¹,

Zakaria²,

Ibrahim³

et al. 2023

IJARBSS

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In the current trends of education, the learning process is not confined to only traditional methods of acquiring knowledge. Students can now gain knowledge and information at their fingertips using various types of resources available. For students to be able to be independent of their own learning, the role of motivation is an essential element to make this a success. Hence, this study is conducted to explore the motivating factors for learning among undergraduates. The instrument for this quantitative study is adapted from Pintrich and De Groot, 1990). The survey consists of four sections, which are Demographic Profiles, Forethought, Performance and Self-Reflections. A total of 43 items are used for this study with a 5-Likert scale rating ranging from 1 (Never) to 5 (Always). 122 undergraduate students at a public university in Malaysia completed the survey which was administered online through a Google Form. Generally, the findings revealed that forethought, performance and self-reflection influenced learners' motivation to self-regulate. A positive correlation was also observed among the three variables in SRL. The findings imply interesting implications for educators to facilitate learners in the teaching and learning process, as well as for learners themselves to be in control of their own learning.

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Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

Tu,

Bartlett

2024

American Journal of Distance Education

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Self-regulated learning: A key factor in the effectiveness of online learning for second language learners

Cited by 6 publications

References 56 publications

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

The Influence of Learners’ Motivation and Self- Regulated Learning Behaviour

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

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