Assisting Higher Education Learners to Acquire Self-Regulated Writing Strategies during COVID-19

Autor/inn/en	Seker, Meral; Karagül, Banu Inan
Titel	Assisting Higher Education Learners to Acquire Self-Regulated Writing Strategies during COVID-19
Quelle	In: Journal of Learning and Teaching in Digital Age, 7 (2022) 1, S.64-75 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seker, Meral) ORCID (Karagül, Banu Inan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2458-8350
Schlagwörter	College Students; Writing Strategies; COVID-19; Pandemics; Self Control; Distance Education; Electronic Learning; English (Second Language); Second Language Learning; Writing Assignments; Learner Engagement; Student Attitudes + Suchen Sie Ihr Suchwort? Collegestudent; Schreibtechnik; Selbstbeherrschung; Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten
Abstract	Background: The abrupt transition to virtual language learning environments due to the COVID-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with sufficient support and guidance. As educators and researchers report, the adversities in today's online learning environments need to be challenged. Purposes: The study is meant to contribute to language learning and teaching practices by sharing the results of the implementation of a self-supporting tool, namely, Self-Monitoring Chart for Effective Writing Strategies. The chart has been developed by the researchers for an online academic English writing course at higher education level to assist learners their writing improvement and to become self-regulated learners while maintaining their engagement in their writing tasks. Methodology/Approach: The study was designed as a qualitative case study and the opinions of the participants on their experiences of using the chart were elicited using semi-structured interviews. The participants were students at English Language Teaching departments of two state universities (N=48). The qualitative data gathered was analyzed using systematic content analysis. Findings and Discussion: The results indicate that the learners greatly benefited from using the SMC. In particular, they reported to have become aware of SRL writing strategies, to have learned how to implement them, to be more engaged and more motivated in writing tasks. The implications are meant to contribute to online language learning and teaching contexts. (As Provided).
Anmerkungen	Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01