scholarly journals Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mücahit Öztürk ◽  
Ünal Çakıroğlu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Language Skills ◽  
Control Group ◽  
Test Results ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstractThis study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

2021 ◽  
Vol 23 (2) ◽  
pp. 20-36
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Time Management ◽  
Help Seeking ◽  
Flipped Classroom ◽  
Course Design ◽  
Testing Time ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Centred Learning

AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

scholarly journals Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 395-401
Author(s):  
Sadia Rasheed ◽  
Dr. Mumtaz Akhtar
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Secondary Level ◽  
Control Group ◽  
Self Regulated Learning ◽  
Study Results ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
The Subject

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

scholarly journals The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self– Regulated learning skills of university students

2017 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Hala El-Senousy ◽  
Jumana Alquda
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Experimental Group

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students’ achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.

scholarly journals Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning

2021 ◽  
Vol 16 (03) ◽  
pp. 36
Author(s):  
I Kadek Suartama ◽  
Punaji Setyosari ◽  
Sulthoni Sulthoni ◽  
Saida Ulfa ◽  
Muhammad Yunus ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Control Group ◽  
Ubiquitous Learning ◽  
Research Subjects ◽  
Control Group Design ◽  
Learning Achievement ◽  
Electronic Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental

This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.

scholarly journals Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App

2021 ◽  
Vol 11 (8) ◽  
pp. 449
Author(s):  
Karla Lobos ◽  
Fabiola Sáez-Delgado ◽  
Daniela Bruna ◽  
Rubia Cobo-Rendon ◽  
Alejandro Díaz-Mujica
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Mobile Application ◽  
Self Regulation ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

scholarly journals Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic

2020 ◽  
Vol 10 (2) ◽  
pp. 187
Author(s):  
Hafiziani Eka Putri ◽  
Idat Muqodas ◽  
Ayu Shandra Sasqia ◽  
Afif Abdulloh ◽  
Aan Yuliyanto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Self Regulated Learning ◽  
Abstract Approach ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Better Than

<span>This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.</span>

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