Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis

System, Journal Year: 2024, Volume and Issue: 125, P. 103451 - 103451

Published: Aug. 19, 2024

Language: Английский

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Advances and challenges in online language learning: a bibliometric analysis

Innovation in Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 23

Published: Jan. 30, 2025

Language: Английский

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Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit

ReCALL, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: Feb. 3, 2025

Abstract While previous studies in computer-assisted language learning have extensively explored sociolinguistic factors, such as cultural competence, important psycholinguistic factors online L2 motivational self-system, grit, and self-regulation relation to virtual exchange (VE) remained widely unexplored. To address this gap, a study was conducted with 92 Spanish English foreign learners who exchanged culture Cypriot Irish students responded questionnaires adapted for the context, part of SOCIEMOVE (Socioemotional Skills Through Virtual Exchange) Project. The partial least squares structural equation modeling approach showed that set positive personal goals future evaluate their current progress VE can regulate it. Interestingly, sign authenticity gap found since learners’ motivation learn higher compared contexts, resulting more effort consistency interest setting goals, evaluating progress, asking help from others. Furthermore, grit moderated mediated correlation between self-regulation, indicating success requires long-term perseverance interest. Accordingly, new conceptual framework developed. In addition, one main implications is teachers employ should focus on needs they wish achieve when exchanging information rather than only focusing accomplishments based course syllabus.

Language: Английский

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ChatPRCS: A Personalized Support System for English Reading Comprehension based on ChatGPT

IEEE Transactions on Learning Technologies, Journal Year: 2024, Volume and Issue: 17, P. 1762 - 1776

Published: Jan. 1, 2024

Reading comprehension is a widely adopted method for learning English, involving reading articles and answering related questions. However, the training typically focuses on skill level required standardized stage, without considering impact of individual differences in linguistic competence. This paper presents personalized support system comprehension, named ChatPRCS, based Zone Proximal Development (ZPD) theory. It leverages advanced capabilities large language models (LLMs), exemplified by ChatGPT (Chat Generative Pre-trained Transformer). ChatPRCS employs methods including prediction, question generation, automatic evaluation, to enhance instruction. Firstly, ZPD-based algorithm developed predict students' skills. analyzes historical data generate questions with appropriate difficulty. Second, series prompt patterns proposed address two key aspects objectives: automated evaluation. These further improve quality generated Finally, integrating prediction patterns, validated through experiments. Empirical results demonstrate that it provides learners high-quality are broadly aligned expert-crafted at statistical level. Furthermore, this study investigates effect achievement, motivation cognitive load, providing evidence its effectiveness instructing English comprehension.

Language: Английский

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Fifty years of System research and projections for the future

System, Journal Year: 2024, Volume and Issue: 121, P. 103210 - 103210

Published: Feb. 3, 2024

Language: Английский

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High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction

Language and Literacy, Journal Year: 2025, Volume and Issue: 27(1), P. 46 - 68

Published: Jan. 14, 2025

Although technology-enhanced learning has exploded, limited research examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content Fifty-six high school ELLs independently completed 30 modules then responded a 12-item questionnaire about the application, module content, their An applied thematic analysis responses revealed several benefits few challenges that provide insights for development improvement ELLs.

Language: Английский

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What are the influencing factors of online learning engagement? A systematic literature review

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: March 17, 2025

Since the onset of COVID-19 pandemic in early 2020, online learning has gained widespread adoption as a mode both K-12 and higher education. Learning engagement serves crucial indicator quality is highly correlated with students' persistence, satisfaction, academic performance. Numerous researchers have conducted investigations into factors that influence engagement. This study employs systematic literature review methodology to synthesize 55 empirical studies published between January 2020 July 2023. The research findings reveal following: (1) Community Inquiry Theory, Self-determination Social Cognition Transaction Distance Technology Acceptance Model are most frequently utilized theories employed by analyze influencing (2) Factors from learners' perspective include Motivation, Digital Experience Literacy, Emotions Regulatory Strategies, Psychology, Self-Perception, Self-efficacy, Self-Directed Learning. Additionally, environment encompass Instrument, Task characteristics, Platforms Equipment, Physical Environment, Collaboration, Interaction. (3) Effective strategies enhance comprise setting clear goals for learners, improving their information social media literacy, strengthening self-directed ability, providing robust instructor support, creating an optimal environment. Through this comprehensive review, interested topic will gain broader understanding, while also obtaining evidence-based insights valuable recommendations future research.

Language: Английский

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Improving Linguistics Skill on EFL Students Using Learning Management System: A Critical Literature Review

Journal of Ethnic and Cultural Studies, Journal Year: 2025, Volume and Issue: 12(3), P. 199 - 223

Published: April 30, 2025

This research aimed to present a systematic review of articles discussing the implementation Learning Management System (LMS) for English as Foreign Language (EFL) students and providing recommendations Teaching (ELT) through LMS in higher education institutions. The approach used was literature that applies selection criteria published reputable international journals indexed Scopus. were selected either from publications between 2020 2022 or during transition period COVID-19 pandemic post-pandemic era. findings study indicated online learning based on offered significant benefits both lecturers. Nevertheless, also brought forth several challenges need be addressed by institutions, lecturers, students. implications this have an impact students' experiences reinforcement pedagogical competence among Furthermore, these contribute institutional proficiency managing process efficiently responsibly, positioning it emerging trend modern education.

Language: Английский

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“Does my teacher believe I can improve?”: The role of EFL learners’ meta-lay theories in their growth mindset and online self-regulation

System, Journal Year: 2024, Volume and Issue: 122, P. 103269 - 103269

Published: Feb. 26, 2024

Language: Английский

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Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom

Computer Assisted Language Learning, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 32

Published: April 29, 2024

This research investigates the correlation between online self-regulation (OSR) and in class co-regulation (CR) within a flipped EFL (English as Foreign Language) writing classroom. Employing mixed methods approach, study amalgamates descriptive correlational quantitative data with qualitative interview data. Participants consisted of 86 first-grade university students an Applied English Translation program. OSR was assessed using adapted Online Learning Self-Regulation Questionnaire CR gauged through Co-Regulated Questionnaire. Twenty were interviewed to uncover factors affecting how unfolded during in-class portions course. Findings revealed that OSR's time management factor had lowest mean score, while environment structuring received highest. showed moderate positive correlations goal setting, management, self-evaluation, total levels; low structuring, task strategies help seeking factors. Qualitative findings indicated prioritized setting short-term goals, underscored distraction-free environments for learning, frequently employed note-taking strategy, grappled sought from Internet peers, evaluated their performance based on participation peer feedback. Peer assistance group work information exchange highlighted prominent indicators. In-class responsibilities involved shared completion, feedback provision, clarification.

Language: Английский

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