scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

scholarly journals Learning Self-regulated L2 WritingUnder a Cognitive Model

2021 ◽  
Vol 12 (4) ◽  
pp. 450-460
Author(s):  
Mrs Manashi Gogoi Dutta, Et. al.
Keyword(s):  
Learning Strategies ◽  
Writing Skills ◽  
Cognitive Model ◽  
L2 Writing ◽  
Instructional Model ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Learning Attitude ◽  
Regulated Learning ◽  
Cognitive Involvement

This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

scholarly journals The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

2021 ◽  
Vol 16 ◽  
pp. 69-87
Author(s):  
Valerie Whittlesey ◽  
Hillary Steiner
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Introductory Psychology ◽  
Self Regulated Learning ◽  
Passive Learning ◽  
Regulated Learning ◽  
Passive Strategies ◽  
Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

Self-Regulated Learning with a Text-Highlighting Strategy

2007 ◽  
Vol 215 (3) ◽  
pp. 174-182 ◽  
Author(s):  
Detlev Leutner ◽  
Claudia Leopold ◽  
Viola den Elzen-Rump
Keyword(s):  
Training Program ◽  
Learning Strategies ◽  
Expository Text ◽  
Learning Strategy ◽  
Self Regulation ◽  
Training Condition ◽  
Strategy Training ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract. Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.

scholarly journals THE EFFECTS OF SELF-REGULATED LEARNING STRATEGIES ON PRESCHOOL CHILDREN’S SELF-EFFICACY AND PERFORMANCE IN EARLY WRITING

2019 ◽  
Vol 11 (2) ◽  
pp. 99
Author(s):  
Siew Siew Kim ◽  
Mariani Md. Nor
Keyword(s):  
Preschool Children ◽  
Learning Strategies ◽  
Goal Setting ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Early Writing ◽  
Self Monitoring ◽  
Writing Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84;  and early writing performance statistically significant (F(1, 72) = 110.801; p < 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p < 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p< 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.

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