Exploring University Students' Self-Regulation in Online Foreign Language Education

Autor/inn/en	Kurt, Gökçe; Tomak, Burak
Titel	Exploring University Students' Self-Regulation in Online Foreign Language Education
Quelle	In: Research in Pedagogy, 12 (2022) 2, S.433-446 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kurt, Gökçe) ORCID (Tomak, Burak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Undergraduate Students; Online Courses; Student Attitudes; Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; COVID-19; Pandemics; Independent Study; Intensive Language Courses; Self Efficacy; Learning Strategies; Synchronous Communication; Case Studies; College Preparation; Language of Instruction; Foreign Countries; Language Tests; Predictor Variables; Turkey (Istanbul); Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium; Intensivkurs; Sprachkurs; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; Ausland; Language test; Sprachtest; Prädiktor; Language tests; Englisch
Abstract	With the spread of the COVID-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on self-regulatory behaviors of tertiary level EFL learners enrolled in an online intensive language preparatory program. Quantitative and qualitative data were gathered to explore learners' perceived levels of online self-regulation; the predictive role of online learning self-efficacy beliefs in their self-regulation; and the strategies they used to regulate their learning in online education. Findings revealed learners' moderate level of online self-regulation predicted by their self-efficacy beliefs. Moreover, EFL learners used a variety of strategies to regulate their learning before, during and after synchronous online classes. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01