Literaturnachweis - Detailanzeige
| Autor/in | Do, Minh Hung |
|---|---|
| Titel | EFL Students' Self-Regulated Learning Strategies during the COVID-19 Pandemic |
| Quelle | In: Arab World English Journal, (2022), S.22-34 (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Do, Minh Hung) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; COVID-19; Pandemics; Learning Strategies; Self Control; Student Attitudes; Cognitive Processes; Grade Point Average; Foreign Countries; Undergraduate Students; Vietnam |
| Abstract | In the current contexts of Vietnam, college students are taking entirely or partially online courses due to the spread of the COVID-19 pandemic. Thus, students should develop and optimally employ self-regulated learning strategies for effective learning outcomes. Research also indicates that self-regulation among students is linked to the 21st century skills. With this in mind, the present study attempts to investigate the self-regulated learning strategies of English-as-a-foreign-language (EFL) students from a local university in Vietnam. The study aims to identify EFL students' self-regulation level, correlation between their two cognition knowledge and cognition regulation, and the correlation between their self-regulation level and GPA. Data is collected via a survey questionnaire encompassing two core components of cognition knowledge and cognition regulation. The results show a high level of the involved students' self-regulation, a correlation between their cognition knowledge and cognition regulation, but a gap between their self-regulation level and GPA. On the obtained findings, pedagogical implications are addressed, and further research is suggested. (As Provided). |
| Anmerkungen | Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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