Literaturnachweis - Detailanzeige
| Autor/in | Seifert, Tami |
|---|---|
| Titel | The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement |
| Quelle | In: International Journal of Mobile and Blended Learning, 12 (2020) 3, S.49-65, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Seifert, Tami) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2020070104 |
| Schlagwörter | Electronic Learning; Handheld Devices; English (Second Language); Second Language Instruction; Self Management; Instructional Effectiveness; High School Students; Independent Study; Student Motivation; Learning Strategies; Adolescents; Achievement Gains; Grade 10; Foreign Countries; Suburban Schools; Web 2.0 Technologies; Telecommunications; Questionnaires; Israel; Motivated Strategies for Learning Questionnaire English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Selbstmanagement; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbststudium; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Achievement gain; Leistungssteigerung; Ausland; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Telekommunikationstechnik; Fragebogen |
| Abstract | The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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