Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Apridayani, Aisah; Han, Wei; Waluyo, Budi

doi:10.1016/j.heliyon.2023.e17469

Cited by 11 publications

(6 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An increase in SRL results in a decrease in listening anxiety. These results conform with the ndings of the researchers (Apridayani et al, 2023;Morosanova & Fomina., 2017) who concluded that self-regulation has a direct effect on students learning anxiety. In addition, the results align with the notion that self-regulated learners, who employ proactive approaches such as goal setting, monitoring, and re ection, may possess a greater ability to manage and cope with anxiety (Zheng et al, 2023) speci cally related to listening tasks The inverse relationship implies that as individuals become more adept at regulating their own learning processes, they concurrently experience a reduction in the anxiety associated with listening activities.…”

Section: Discussionsupporting

confidence: 93%

“…It means that learners' self-regulation can increase their self-e cacy and decrease other negative affective factors namely anxiety in the process of learning (Cho & Kim, 2019). Apridayani et al (2023) empirically con rmed the association between students' SRL and learning anxiety and found that learners with high levels of self-regulation have low FL anxiety. In addition, researchers (e.g., Abbasi & Javanmard, 2022;Kareshki et al, 2017;Tarazi & Khademi, 2013;Wu et al, 2022) found a negative association between FL anxiety and SRL in the process of communication in the classroom.…”

Section: The Relationship Among La Srl and Perfectionismmentioning

confidence: 96%

See 1 more Smart Citation

Self-regulated Learning and Perfectionism as Predictors of Listening Anxiety in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

Movafaghardestani,

Barjesteh,

Dehqan

2024

Preprint

View full text Add to dashboard Cite

This study was an endeavor to discover the roles of self-regulated learning (SRL), and perfectionism in predicting foreign language learners’ listening anxiety. In so doing, 350 EFL learners were selected by cluster random sampling to complete the three reliable and valid questionnaires of the study. (i.e., SRL, perfectionism, & listening anxiety). To analyze the SEM model and answer the questions, after data collection, a SEM approach was utilized. Based on the findings, a significant linear relationship was found among variables and their components. The results also indicated that although SRL and perfectionism had a significant effect on listening anxiety, perfectionism was a stronger predictor of listening anxiety. In terms of predictive power, SRL was in the next rank. To put it more clearly, students with higher levels of perfectionism experienced higher listening anxiety. Furthermore, those students with higher levels of self-regulation experienced lower levels of listening anxiety, and those with low levels of self-regulation experienced higher levels of listening anxiety. The findings of this study may be beneficial for materials developers and EFL teachers. They should pay more attention to the affective and cognitive variables of English learners because they are known to be important factors in influencing listening anxiety.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: The Relationship Among La Srl and Perfectionismmentioning

confidence: 96%

Self-regulated Learning and Perfectionism as Predictors of Listening Anxiety in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

Movafaghardestani,

Barjesteh,

Dehqan

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Studies have shown that self-regulated learning is associated with improved educational performance (Apridayani et al, 2023). Students defined as "self-regulated" actively participate in the learning process-emotionally, motivationally, and cognitively (Sahranavard et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment

Abd Rahman,

Mat Norwani,

Yahaya

2024

MJSSH

View full text Add to dashboard Cite

This study aims to identify the levels of Self-Regulated Learning (SRL), Online Learning Self-Efficacy (OLSE), and student satisfaction in the Flipped learning environment among Accounting matriculation program students. A total of 415 students participated as respondents in this study. The data were analysed using descriptive statistics and t-tests with the SPSS software. The overall analysis indicated that the average minimum scores for SRL among Accounting matriculation students were at a high level. The level of OLSE among Accounting matriculation students was also at a high level. Additionally, the level of student satisfaction among Accounting matriculation students in the Flipped learning environment was high. The t-test results revealed significant differences in the levels of SRL skills and OLSE among Accounting matriculation students in the Flipped learning environment based on students' gender, but no significant differences were found in the level of student satisfaction. Furthermore, the study revealed higher levels of SRL and self-efficacy among male students. Overall, this study emphasizes the need to enhance technology usage and flexibility while recognizing the importance of fostering effective SRL skills and online learning self-efficacy. The findings of this study are expected to provide valuable information, particularly in improving the implementation of Accounting learning in matriculation programs.

show abstract

“…Similar findings have been found through empirical studies involving students from a variety of countries, including Bangladesh, Canada (Daniels et al, 2021), and the United States of America (Walsh et al, 2021), but little is known about Thailand. Among the key factors that contribute to students cheating on tests during COVID-19's online remote learning are stress and anxiety related to COVID-19's circumstances (Apridayani et al, 2023). Negative emotions impair one's ability to focus on learning.…”

Section: Online Remote Learning and Test During Covid-19mentioning

confidence: 99%

The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses

Waluyo,

Nur Lailatur Rofiah

2024

JLE

View full text Add to dashboard Cite

Introduction: Early review studies identified the prevalence of cheating and the emergence of various forms of cheating in academic institutions. Now, there is growing concern about the rise of academic dishonesty in an unproctored online test environment that is conducted remotely. Purpose: This study examined the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning in English courses. The vocabulary tests were administered using the Socrative application in both learning conditions. Method: Using a quantitative research design, including Multiple paired-sample t-tests and independent t-tests, this study collected 2971 first- and second-year students’ formative scores across six general English courses. Results: Multiple paired-sample t-tests confirmed that students’ scores were significantly higher during online remote learning, with score differences ranging from 0.10 to 2.21 between before and during online remote learning. This difference in score patterns indicated the likelihood of students cheating during online remote learning. Then, independent t-tests did not reveal the tendency that male students are more likely to cheat on online tests more often than female students. Conclusion: The findings of this study may serve as an initial phase of inquiries into the identification of formative test cheating in online English classes.

show abstract

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Cited by 11 publications

References 59 publications

Self-regulated Learning and Perfectionism as Predictors of Listening Anxiety in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

Self-regulated Learning and Perfectionism as Predictors of Listening Anxiety in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment

The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses

Contact Info

Product

Resources

About