scholarly journals The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Liang Wang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Self Control ◽  
Administrative Training ◽  
Learning And Teaching ◽  
Educator Training ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

It has been established that grit has a fundamental role in the learning and teaching process since gritty learners are more likely to take part in classroom activities and they are also motivated to deal with challenges in difficult circumstances. In addition, to guard against these hardships as well as self-control in responding to unpredicted circumstances, a similar construct arouses in positive psychology called resilience that describes perseverance and emphasizes people’s abilities. Besides, language learners’ engagement and performance in the foreign or second language classroom can be improved through self-regulated learning (SRL) which is viewed as one of the most inspected issues in learning and psychology. A present review has been conducted to scrutinize the relationship between language learners’ SRL and learners’ resilience and grit based on their positive theoretical relationship with educational success. Consequently, the issue of educator training and administrative training is illuminated through several aspects.

scholarly journals Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework

2020 ◽  
Vol 36 (6) ◽  
pp. 34-52
Author(s):  
Olga Viberg ◽  
Barbara Wasson ◽  
Agnes Kukulska-Hulme
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Learners ◽  
Learning Analytics ◽  
Target Language ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Regulated Learning

Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of mobile-assisted language learning in a specific exemplary learning context, it would be of interest to researchers who wish to better understand and support self-regulated language learning in mobile contexts. Implications for practice and policy: MALLAS is a conceptual framework that captures the dimensions of self-regulated language learning and learning analytics that are required to support mobile-assisted language learning. Designers of mobile-assisted language learning solutions using MALLAS will have a solution with sound theoretically underpinned solution. Learning designers can use MALLAS as a guide to direct their design choices regarding the development of mobile-assisted language learning apps and services.

scholarly journals A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

2012 ◽  
Vol 3 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Isara Kongmee ◽  
Rebecca Strachan ◽  
Alison Pickard ◽  
Catherine Montgomery
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Communities ◽  
Second Language Learners ◽  
Role Playing ◽  
Learning And Teaching ◽  
Role Playing Games ◽  
Second Language Speakers ◽  
Massively Multiplayer

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

Second Language Learners' Spoken Discourse

2017 ◽  
pp. 367-389 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

scholarly journals Specific learning difficulties in second language learning and teaching

2020 ◽  
Vol 53 (2) ◽  
pp. 129-143
Author(s):  
Judit Kormos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Learning Context ◽  
Learning And Teaching ◽  
Inclusive Language ◽  
Set Up ◽  
Specific Learning

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

scholarly journals Understanding Self-Regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki

2014 ◽  
pp. 460-465
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Performance Monitoring ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
And Performance

As a learning advisor who has been working in self-access learning for six years, I consider myself to be familiar with the field of learner autonomy and self-directed learning, drawing on the work of Henri Holec (1981), David Little (1991), Phil Benson (2011), Anita Wenden (1998) and others in my advising practice, curriculum design projects and research. From time to time in my work, I have come across the concept of self-regulation, as opposed to self-direction, and have had the opportunity to attend several presentations on the subject, where I have found myself in a familiar-sounding yet ultimately different universe. Some of the constructs used were familiar to me, but the terms used to describe them (such as forethought and performance monitoring instead of planning and reflection), and the researchers most referenced (typically Zimmermann and Schunk (2011) as opposed to Holec or Benson) were notably different. I was thus eager to take part in the symposium at Shimonoseki City University, Yamaguchi, entitled Self-Regulation in Foreign Language Learning: Shared Perspectives, to learn more about it. The symposium ran for two days, with only one presentation room, which meant that every participant was able to attend all the presentations. This and the relatively small size (around 40 participants over the weekend) created a friendly and supportive atmosphere, conducive to discussion and the sharing of ideas.

Second Language Learners’ Spoken Discourse

2013 ◽  
pp. 169-189
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

scholarly journals Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates

2021 ◽  
Author(s):  
◽  
Azizah Binti Mohd Zahidi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Data Sources ◽  
Tertiary Level ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.</p>

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