SELF-REGULATED LEARNING THROUGH ePORTFOLIO: A META-ANALYSIS

Abstract

Purpose – A consensus has been reached regarding the need for a paradigm shift in the English as Second Language (ESL) classroom. The literature has shown that self-regulated learning (SRL) has been substantiated as beneficial for students in language learning. It is believed that SRL promotes learner autonomy and successful academic outcome. Despite SRL being a quite popular strategy and is heavily researched, its functionality through the medium of ePortfolio is uncertain. Therefore, this research attempts to analyse how SRL contributes to positive academic outcome using ePortfolio as a medium. Methodology – A meta-analysis was carried out to identify the patterns and gaps in this research area. The results indicated that, out of 204 studies found in the database, only nine met the criteria used in this study. Findings – Findings from this meta-analytic research found that all nine studies included in this review emphasised different research methods and reported significant changes in the students’ academic outcomes. Eight studies were quantitative in nature, with only a single study being qualitative. Based on our interpretive findings, three themes were discovered in this study which are metacognition, collaboration and motivation. Significance – By understanding the roles played by SRL, this study hopes to provide insights to those who would like to use ePortfolio as a medium to promote self-regulated learning. It also gives a clearer view on how ePortfolio as a tool can promote SRL and the result of the meta-analysis may benefit other researchers in helping them to transfer what is applicable in their study. Keywords: Self-regulated learning, ePortfolio, meta-analysis.

An Investigation of Motives As Beliefs and Learning Strategies: The Case for Online Islamic Education

“…Peer learning in virtual spaces across places also encourages students to stay motivated. This situation helps students reduce stress in facing final tests or exams (Segaran & Hasim, 2021). This study also emphasizes on students' preference in applying cognitive strategies in learning Islamic education online.…”

“…This process occurs when a student's purposeful actions are directed towards the acquisition of information or skills" In this sense, learning strategies used by students are intrinsically connected to their beliefs. Students who can regulate their learning and positively believe that they can complete the task given would also be able to adapt themselves easily to the university learning environment (Zimmerman, 2002;Segaran & Hasim, 2021).…”

Professional Identity and Self-Regulated Learning: The Mediating Role of Intrinsic Motivation and the Moderating Role of Sense of School Belonging

“…SRL requires learners to engage in self-monitoring throughout the learning process, which inherently motivates them to achieve the goals they have set for themselves. This requires students to independently plan, monitor, and learn (Segaran & Hasim, 2021). Professional identity has an impact on students SRL ability for the following reasons.…”

Nurturing Self-Regulated and Peer Collaborative Learning Skills in Students Within Online Mode: Exploring a Teachers’ Perspective

“…It is also identified as a skill for improving academic achievements by allowing students to collaborate with peers and therefore increase motivation to learn within an online mode. Collaboration and metacognition have a good impact on students, implying the importance of social dynamics, particularly when ideas are shared in small groups (Segaran & Hasim, 2021).…”