scholarly journals Strengths and Weaknesses of Self-Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions

2020 ◽  
Vol 3 (4) ◽  
pp. 531-542
Author(s):  
Hj. Fadhilah Harahab Putri ◽  
Agus Wijayanto ◽  
Slamet Supriyadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Education ◽  
Sufficient Information ◽  
Self Regulated Learning ◽  
Perceptions Of Students ◽  
Regulated Learning ◽  
Efl Students ◽  
Depth Interviews

The recent advancements in technology are growing rapidly, because of that the demands of Internet are increasing rapidly. Include the use of website and application. Technology has brought various potentials for language learning. Therefore, in this research the aims are to determine the perceptions of EFL students and the strengths and weaknesses of self-regulated learning using YouTube. To achieve the objective of the research, the method used in this research is a case study. The data in this research were collected through in-depth interviews. The subjects in this research were four undergraduate students who are majoring in English education from university in Indonesia and they were purposively selected, so that they can provide sufficient information. The results in this research showed the positive perceptions of students towards EFL students self-regulated learning using YouTube. They declared that the use of YouTube could facilitate them in regulating their learning English, brings joy, pleasure and excitement during the learning process. In addition, in this research found out that the strengths of self-regulated learning using YouTube; YouTube provides a lot of learning materials, the ease to use YouTube, flexibility of time and place when using YouTube in regulating their learning. Meanwhile the weaknesses are financial constraints and problem of Internet connectivity.

scholarly journals Language Learning Strategies Used by EFL Fluent Speakers: A Case in Indonesian Context

2017 ◽  
Vol 6 (2) ◽  
pp. 184-202
Author(s):  
M. Ali Ghufron
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Education ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Depth Interviews ◽  
Fluent Speakers

This study reported what language learning strategies are used by EFL fluent speakers in EFL speaking class and to reveal the fluent speakers’ awareness of the benefits of the language learning strategies. This research was conducted on six students in EFL Speaking Class of English Education Department of IKIP PGRI Bojonegoro, Indonesia, who were categorized as EFL fluent speakers. The research belongs to a case study. The data for this research were taken from in-depth interviews, observation, filling up questionnaires, and document analysis. The results of this study show that 1) in EFL sepaking class, the 1st student used cognitive, compensation, and social strategies, the 2nd student used cognitive and affective strategies, the 3rd student used cognitive, meta-cognitive and social strategies, the 4th student used meta-cognitive and social strategies, the 5th student used cognitive and affective strategies, and the 6th student used meta-cognitive and social strategies. 2) The students are strongly aware of the learning strategies’ benefits to improve their English skills. From the findings, it can be concluded that learning strategies are very useful and helpful in learning English as a foreign language. Learning strategies also bring the students reach the good achievement in improving their speaking skill.

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Promoting mobile collaborative language learning in Islamic higher education

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Language Learning ◽  
English Education ◽  
Group Discussion ◽  
Case Study Research ◽  
Word Meaning ◽  
Analysis Data ◽  
Education Department ◽  
Writing Feedback ◽  
Collaborative Language

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>

scholarly journals Regulasi Diri dalam Belajar pada Mahasiswa yang Memiliki Peran Banyak

2015 ◽  
Vol 42 (1) ◽  
pp. 61
Author(s):  
Dwi Nur Rachmah
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Phenomenological Approach ◽  
Multiple Roles ◽  
Related Individual ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Qualitative Phenomenological ◽  
Depth Interviews

This study aimed at identifying and understanding more deeply the self-regulated learning of students with high GPA, who had multiple roles (as housewife and worker also). The approach employed in this study was qualitative-phenomenological approach. The subjects of the study were selected by purposive sampling technique and the data were collected using techniques of observations and in-depth interviews. The results indicated that the four subjects conducted self-regulation in learning through regulating the cognition, motivation, behavior and emotion. Moreover, the subjects performed context regulation in order to achieve certain learning objectives. Self-regulated learning performed by the subjects was influenced by specific precipitating situations and the characteristics of each related individual. It was also strengthened by social support given to them. Keywords: self-regulated learning, student, many roles Penelitian ini bertujuan untuk mengetahui dan memahami lebih mendalam bagaimana regulasi diri dalam belajar (self regulated learning) mahasiswa yang memiliki banyak peran (sebagai ibu rumah tangga dan bekerja) dengan indeks prestasi tinggi. Pendekatan yang digunakan adalah dengan pendekatan kualitatif-fenomenologi. Subjek penelitian dipilih dengan teknik purposive sampling dan teknik pengumpulan data yang dilakukan adalah meng¬gunakan observasi dan wawancara mendalam. Hasil penelitian menemukan bahwa empat orang subjek menggunakan regulasi diri dalam belajar berupa regulasi kognitif, regulasi motivasi, regulasi perilaku dan regulasi emosi. Selain itu subjek juga melakukan regulasi konteks agar tujuan pembelajaran dapat dicapai. Regulasi diri dalam belajar yang dilakukan oleh para subjek dipengaruhi oleh situasi pencetus dan karakteristik tiap individu bersangkutan. Regulasi diri dalam belajar yang dilakukan juga tidak terlepas dari dukungan sosial yang diberikan kepada mereka. Kata kunci: regulasi diri dalam belajar, mahasiswa, peran banyak

scholarly journals Automatic feedback, self-regulated learning and social comparison: A case study

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Donatella Persico ◽  
Marcello Passarelli ◽  
Flavio Manganelli ◽  
Francesca Pozzi ◽  
Francesca Maria Dagnino ◽  
...  
Keyword(s):  
Social Comparison ◽  
Self Regulated Learning ◽  
Automatic Feedback ◽  
Regulated Learning
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