Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

An, Zhujun; Wang, Chuang; Li, Siying; Gan, Zhengdong; Li, Hong

doi:10.3389/fpsyg.2020.558466

Cited by 53 publications

(38 citation statements)

References 70 publications

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“…The first two studies mostly focus on classroom-based learning, while the last study and this study put more emphasis on the online learning context. The result also agrees with the findings of other studies [22], [23]. Similar to this study, the Pearson's correlation analysis in [22] showed a positive and strong relationship, while [23] described a positive direction with a medium strength correlation.…”

Section: Resultssupporting

confidence: 93%

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University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

Ulfatun¹,

Septiyanti²,

Lesmana³

2021

IJIET

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The teaching and learning process has shifted online since the outbreak of COVID-19 in Indonesia. Students have had to adapt to the new situation. Thus, it is necessary to explore their self-efficacy and self-regulated learning. The objective of this paper is twofold: 1) to describe the profiles of students’ online learning self-efficacy and students’ online self-regulated learning; and 2) to investigate the relationship between self-efficacy and self-regulated learning in online learning among university students during the COVID-19 pandemic. This quantitative study included a sample (n = 260) of university students enrolled in an accounting education study program. First, the study found that students exhibit a high level of online learning self-efficacy and online self-regulated learning. Second, the results of this study revealed a strong positive correlation between students’ online self-efficacy and online self-regulated learning (r = 0.67, p < 0.0005). This indicates that students’ high levels of online self-efficacy are correlated with their high levels of online self-regulated learning.

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Section: Resultssupporting

confidence: 93%

“…The result also agrees with the findings of other studies [22], [23]. Similar to this study, the Pearson's correlation analysis in [22] showed a positive and strong relationship, while [23] described a positive direction with a medium strength correlation.…”

Section: Resultssupporting

confidence: 93%

University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

Ulfatun¹,

Septiyanti²,

Lesmana³

2021

IJIET

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show abstract

“…The “Integrated English” course is typically delivered and assessed in English. While traditional and transmission-style teaching generally prevails in English Studies courses, efforts have been made in recent years to make it more student-centered in line with the “Quality Education” movement initiated by the Ministry of Education (An et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Gan

Liu

2021

Front. Psychol.

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In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

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“…In current studies on students' use of information and communication technologies, self-efficacy appears as students' confidence in their ability to choose appropriate technological solutions and use selected technologies effectively to meet their learning needs (An, Wang, Li, Gan, & Li, 2021;Lai & Gu, 2011). Because a person's self-efficacy is fundamental when a skill is first learned, the development of current and future computer selfefficacy beliefs will be shaped on this basis (Connoly et al, 2018;Woolfolk Hoy, 2004).…”

Section: Computer Self-efficacymentioning

confidence: 99%

An Analysis of the Relationship between University Students’ Views on Distance Education and their Computer Self-Efficacy

Şendoğdu

Koyuncuoğlu

2021

IJEMST

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This study aims to examine the relationship between university students’ views of distance education system and their computer self-efficacy in terms of some variables using Information Systems Success Model (ISSM) and Technology Acceptance Model (TAM). The study is important since the studies on the distance education system made with Unified Learning Style Model (ULSM) are limited in the COVID-19 pandemic period when distance education has become widespread. The views of university students on distance education and computer self-efficacy were examined in the study in accordance with the causal-comparative design, taking into account the variables of gender, year of study and academic achievement. Then, the correlation between the Technology Acceptance Model, participants’ achievement levels and computer self-efficacy was explained. 895 students attending Necmettin Erbakan University Faculty of Applied Sciences undergraduate program participated in the study. While gathering data, previously tested Technology Acceptance and Information Systems Success Model Integration and Computer Self-efficacy scales were used by combining the components from both models.

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Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

Cited by 53 publications

References 70 publications

University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

An Analysis of the Relationship between University Students’ Views on Distance Education and their Computer Self-Efficacy

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