scholarly journals A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness

2018 ◽  
Vol 8 (2) ◽  
pp. 193-218 ◽  
Author(s):  
Yajun Zeng ◽  
Christine C. M. Goh
Keyword(s):  
Self Regulation ◽  
Empirical Support ◽  
Metacognitive Awareness ◽  
Learning Approach ◽  
Planning Strategy ◽  
Self Regulated Learning ◽  
Task Definition ◽  
Regulated Learning ◽  
Efl Students ◽  
L2 Listening

The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

2021 ◽  
pp. 082957352110546
Author(s):  
Aishah Bakhtiar ◽  
Allyson F. Hadwin
Keyword(s):  
School Psychology ◽  
Self Regulation ◽  
Metacognitive Awareness ◽  
Motivational Beliefs ◽  
Focus Attention ◽  
Metacognitive Control ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals EFL Teacher’s Perception On Using Self-Regulated Learning Strategies by Senior Grade Students

2020 ◽  
Vol 9 ◽  
Author(s):  
Zhansaya Zhetkergenova
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Classroom Activities ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Efl Students ◽  
Regulation Strategies ◽  
Teacher's Perception

Shift to autonomous learning changed roles of class actors in EFL classes. Students have learning responsibilities on their own, whereas teachers’ role is considered to be as a consulter. Thus, students need to identify their own learning goals and regulate learning process themselves. All these and other strategies are included to the self-regulation strategies. Zimmerman (1990) found out 14 SRL strategies which influence on academic achievement. However, teachers also need to promote these strategies during and out of classes and encourage EFL learners to use them in different contexts. The qualitative research investigates to what extent EFL teachers of senior grade students encourage their learners to use SRL strategies. In results, the study presents teachers’ more preferable SRL strategies for senior students to achieve academic achievement.Keywords:  EFL teachers, self-regulated learning strategies, senior grade EFL students, classroom activities.

scholarly journals RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

2016 ◽  
Vol 4 (1) ◽  
pp. 175
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
José Manuel Martínez Vicente ◽  
Mª Carmen González Torres ◽  
Raquel Artuch
Keyword(s):  
Coping Strategies ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Future Research ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

scholarly journals SELF-REGULATED LEARNING AND ITS RELATION TO VIETNAMESE EFL LEARNERS’ L2 LISTENING ACHIEVEMENT

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Ngo Cong Lem
Keyword(s):  
Academic Success ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Thinking Skills ◽  
Future Research ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Listening Ability ◽  
L2 Listening

Self-regulated learning (SRL) has been well-documented in prior studies as a critical factor for academic success. While previous educational researchers have acknowledged the fact that SRL is both domain and context-dependent (Wolter & Pintrich, 1998), research examining learners’ self-regulatory activities in EFL (English as a Foreign Language) context is rather limited. Drawing on the SRL theory of (Pintrich, 2004; Pintrich & De Groot, 1990), this research was carried out to examine the learning self-regulation of a group of Vietnamese EFL learners and its relation to their L2 listening competence. It also probes into whether gender and listening ability had an impact on the language learners’ self-regulatory learning behaviors. The Motivated Strategies for Learning Questionnaire (MSLQ), adopted from Pintrich, Smith, Garcia and McKeachie (1991), was utilized as the research instrument which was then administered to 38 English-major students at a university in the central region of Vietnam. The participants’ L2 listening ability was also assessed with an adopted listening test. Descriptive statistics, Pearson correlation and two-way MANOVA were performed with SPSS version 22.0 for data analysis. The results indicated that participants had a moderate level of SRL, which was found to be associated with their L2 listening achievements. In particular, three aspects of SRL that were directly related to the EFL learners’ listening competence were metacognitive self-regulation, effort regulation, and critical thinking. There was, however, neither gender nor ability effect on the participants’ SRL. Pedagogical implications for teaching L2 listening skill, i.e., underscoring the role of higher-order thinking skills, and suggestions for future research were discussed.

scholarly journals Metacognitive Awareness and Academic Self-Regulation of HEI Students

2021 ◽  
pp. 161-172
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
Academic Success ◽  
High Performance ◽  
Self Regulation ◽  
Rank Correlation ◽  
Correlation Coefficients ◽  
Metacognitive Awareness ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Regulated Learning ◽  
Regulated Learning

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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