Do Social Regulation Strategies Predict Learning Engagement and Learning Outcomes? A Study of English Language Learners in Wiki-Supported Literature Circles Activities

Autor/inn/en	Li, Yanyan; Chen, Kailiang; Su, You; Yue, Xiangli
Titel	Do Social Regulation Strategies Predict Learning Engagement and Learning Outcomes? A Study of English Language Learners in Wiki-Supported Literature Circles Activities
Quelle	In: Educational Technology Research and Development, 69 (2021) 2, S.917-943 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Su, You)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09934-7
Schlagwörter	English Language Learners; Second Language Learning; Second Language Instruction; Web Sites; Collaborative Writing; College Students; Learner Engagement; Outcomes of Education; Predictor Variables; Literature; Interpersonal Competence; Time Management; Metacognition; Learning Strategies; Web 2.0 Technologies; Teaching Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Web-Design; Collegestudent; Lernleistung; Schulerfolg; Prädiktor; Literatur; Interpersonale Kompetenz; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Combining wiki technology with the literature circles could be powerful and beneficial for promoting the learning of English as a foreign language (EFL). However, little research has been conducted to investigate the role of EFL students' social forms of regulatory strategies in their learning performance in the context of wiki-supported literature activities. This research explored how students' social regulation strategies relate to learning engagement and learning outcomes. Ninety-five college EFL students participated in wiki-supported literature circles activities. The results showed that "socially shared regulation" acted as a predictor for students' engagement, while "co-regulation" acted as a predictor for students' learning outcomes. The results also highlighted the roles of "monitoring," "time management," and "task understanding" in predicting students' learning performance. In addition, this study also revealed that the students' social regulation strategies focused more on "planning," "time management," and "task understanding", with few regulatory strategies in "evaluation" and "content monitoring." The results are discussed, and suggestions for teachers, tool developers and researchers are also proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01