The Application of Self-Regulated Strategies to Blended Learning

Autor/inn/en	Ting, Kuang-yun; Chao, Mie-sheng
Titel	The Application of Self-Regulated Strategies to Blended Learning
Quelle	In: English Language Teaching, 6 (2013) 7, S.26-32 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Blended Learning; Learning Strategies; Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Reading Strategies; Vocational Education; Scores; Gender Differences; Academic Achievement; Questionnaires; Student Attitudes; Language Proficiency; Correlation; Teaching Methods; Electronic Learning; Management Systems; College Students; Test of English for International Communication + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Reading strategy; Leselernstufe; Lesetechnik; Ausbildung; Berufsbildung; Geschlechterkonflikt; Schulleistung; Fragebogen; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	This study analyzes vocational college students' self-regulated strategies for blended learning. It investigates whether there are any differences in self-regulated learning strategies among students with gender and achievement variables. Twenty-two students at a vocational college in an EFL (English as a Foreign Language) context participated in the project; a structured questionnaire was used as the major research instrument and the TOEIC (Test of English for International Communication) English Test to categorize students' competence in English. In the four subcategories of self-regulated learning strategies, the results show that the students obtained their highest scores in metacognitive and the lowest in cognitive strategies. It was observed that: a) there was a correlation between the students' level of linguistic competence and their action control strategy; b) students with a high level of competence performed better than those with an intermediate one; c) gender was not reflected in any significant difference in any of the sub-categories but the statistic data revealed that male students had more confidence in cognitive and action control sub-categories than female students, this is potentially a field that needs further study. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01