The Relationship between Self-Regulations and Online Learning in an ESL Blended Learning Context

Autor/in	Al Fadda, Hind
Titel	The Relationship between Self-Regulations and Online Learning in an ESL Blended Learning Context
Quelle	In: English Language Teaching, 12 (2019) 6, S.87-93 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Correlation; Blended Learning; English (Second Language); Second Language Learning; Second Language Instruction; Help Seeking; Self Efficacy; Technological Literacy; Teaching Methods; Distance Education; Metacognition; Goal Orientation; Learning Strategies; Questionnaires; Academic Achievement; Prediction; Undergraduate Students; Foreign Countries; Saudi Arabia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulleistung; Vorhersage; Ausland; Saudi-Arabien
Abstract	Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01