scholarly journals Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

2019 ◽  
Vol IV (IV) ◽  
pp. 99-105
Author(s):  
Umm e Habiba ◽  
Mumtaz Akhter ◽  
Tahira Batool
Keyword(s):  
Learning Strategies ◽  
Repeated Measures ◽  
English Language ◽  
T Test ◽  
Control Group ◽  
Experimental Population ◽  
Intact Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Control

This was proposed to investigate the effect of self-regulated learning strategies on 8th class students achievement for learning English. This was experimental research. Intact group (8th class students) pretest and posttest of design was utilized voluntarily for data collection. The experimental group was taught with SRL strategies and control group was taught with traditional strategy. The pre and post-administration results of group with intervention and control groups were compared to determine the use of SRL strategies had statistically significant effect on students achievement to learn English. Independent sample t-test and paired sample t-test and Repeated Measures Analysis were employed for data analysis. The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.

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 A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

2014 ◽  
Vol 2014 ◽  
pp. 1-15
Author(s):  
Daniela Wagner ◽  
Sandra Dörrenbächer ◽  
Franziska Perels
Keyword(s):  
Teacher Training ◽  
Secondary Students ◽  
Text Analysis ◽  
Intervention Program ◽  
Control Group ◽  
Self Regulated Learning ◽  
Training Approach ◽  
Regulated Learning ◽  
Student Training ◽  
And Control

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

scholarly journals The Effects of a Support Program for Family Caregivers of Elderly with Dementia on Empowerment and Attitudes toward Dementia

2019 ◽  
Vol 25 (1) ◽  
pp. 103-114 ◽  
Author(s):  
So Yoon Kim ◽  
Seonghee Jeong
Keyword(s):  
Family Caregivers ◽  
Repeated Measures ◽  
T Test ◽  
Support Program ◽  
Support Programs ◽  
Control Group ◽  
Exact Probability ◽  
Family Empowerment ◽  
Post Test ◽  
And Control

Purpose: This research was conducted to identify the effects of providing support programs to families of elderly with dementia on family empowerment and attitudes toward dementia. Methods: A nonequivalent control group pre- and post-test design was used. Participants were 49 family caregivers, experimental (24) and control (25), recruited from families through a dementia support center in Y district. This program implemented Haearim, a support program for family caregivers of demented elders developed by the National Institute of Dementia in 2016. Outcome measures were empowerment and attitudes toward to dementia. Data were analyzed with a ${chi}^2-test$, independent t-test, Fisher's exact probability test, paired t-test, and repeated measures ANOVA with SPSS/PC version 20.0. Results: Family empowerment (F=6.84, p=.002) and family caregivers' attitudes (F=16.48, p<.001) toward dementia in the experimental group improved significantly more than that of the control group after intervention. Conclusion: Results indicate that support programs for families of elderly with dementia are effective in positively changing empowerment and attitudes toward dementia among family caregivers.

scholarly journals Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Matthew Allen ◽  
Lixia Cheng ◽  
Sunnie Watson ◽  
William Watson
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

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 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 Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

2020 ◽  
Vol 10 (11) ◽  
pp. 805-812
Author(s):  
Mohamed A. Elkot ◽  
◽  
Rabea Ali
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Handheld Devices ◽  
Control Group ◽  
English Writing ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

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