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

System, Год журнала: 2024, Номер 125, С. 103451 - 103451

Опубликована: Авг. 19, 2024

Язык: Английский

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Designing Culturally Aware Learning Analytics: A Value Sensitive Perspective

Advances in analytics for learning and teaching, Год журнала: 2023, Номер unknown, С. 177 - 192

Опубликована: Янв. 1, 2023

Язык: Английский

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L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis

Language Teaching Research, Год журнала: 2022, Номер unknown

Опубликована: Ноя. 9, 2022

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies essential for the development second/foreign language learners’ abilities to accomplish goals. Within models SRL, a prerequisite active employment SRL self-efficacy, which interacts with strategy use in all phases. In domain second (L2) writing, previous research mainly adopted variable-centred approach investigate relationship between and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) undergraduate students English as foreign (EFL), we identified three profiles differed quantitatively concerning levels self-efficacy. The efficacious self-regulators highest cognitive, metacognitive, motivational components reported followed by moderate strategists; EFL learners lowest on main writing score. Learners different significantly performance test outperforming other two profiles. Implications L2 instruction are discussed.

Язык: Английский

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Self-regulated learning: A key factor in the effectiveness of online learning for second language learners

Frontiers in Psychology, Год журнала: 2023, Номер 13

Опубликована: Янв. 12, 2023

With the further development of Internet technology, online learning has become an important way for learners in digital age. As strategy, self-regulated plays role e-learning. Whether can succeed network environment largely depends on their self-regulating ability. This research reviews theories and models learning, analyzes influences individual factors external second language environment. And some implications teaching are given, as well suggestions future research.

Язык: Английский

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Effectiveness of adaptive self-regulated learning in online learning courses for undergraduate nursing students – A mixed-methods study

Nurse Education Today, Год журнала: 2025, Номер 148, С. 106636 - 106636

Опубликована: Фев. 19, 2025

Язык: Английский

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Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

System, Год журнала: 2024, Номер 123, С. 103277 - 103277

Опубликована: Апрель 18, 2024

Язык: Английский

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Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills

Behavioral Sciences, Год журнала: 2024, Номер 14(11), С. 1008 - 1008

Опубликована: Окт. 30, 2024

Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust dependency on these technologies among teachers can significantly influence their development of 21st-century skills such as self-confidence, problem-solving, critical thinking, creative collaboration. This study aims to identify distinct profiles trust, examines how correlate the aforementioned skills. Using a cross-sectional research design, collected from 489 China. A robust three-step latent profile analysis method was utilized analyze data. The revealed five literacy teachers: (1) Basic Engagement; (2) Developing Literacy, Skeptical AI; (3) Balanced Competence; (4) Advanced Integration; (5) Expertise Confidence. found that an increase directly correlates decrease findings underscore need for careful integration educational settings. Excessive reliance lead detrimental dependencies, which may hinder essential contributes existing literature providing empirical evidence impact professional teachers. It also offers practical implications policymakers institutions consider balanced approaches integration, ensuring enhances rather than replaces thinking problem-solving capacities educators.

Язык: Английский

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Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement

PLoS ONE, Год журнала: 2023, Номер 18(10), С. e0289367 - e0289367

Опубликована: Окт. 4, 2023

Variable-centred studies assume that the links between motivation and metacognition with academic achievement are uniform across all students. However, this assumption may not hold multiple interactions motivational beliefs metacognitive self-regulation occur. To end, present study sought to explore these higher-order their school language in a low-performance context. A large sample (N = 1046, 53.14% girls) of Greek secondary students (M 13.97, SD .80) was drawn. Latent profile analyses were deployed mimic interactions. Unexpectedly, results indicated only three distinct well-defined profiles students' motivated self-regulation, namely exceptional (23.3%), adequate (48.2%), minimal (28.5%). Incompatible did emerge, contrary previous findings suggesting negative The BCH method revealed mean differences profiles, adjusting for covariates. multinomial logistic regression gender age predicted greater odds membership profile. Socio-economic status spoken at home less chances only. Educational interventions needed target both prevent underachievement.

Язык: Английский

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Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning

Frontiers in Psychology, Год журнала: 2023, Номер 14

Опубликована: Июнь 15, 2023

Self-regulated learning in technology-supported environments has attracted much scholarly attention recent years. With the rapid expansion of online education, students' emotions have also been studied extensively second language acquisition. However, few empirical studies examined interrelationship between self-regulated and emerging field MOOCs (LMOOCs). This study bridged this gap by exploring relationship foreign enjoyment (FLE), boredom (FLB), (SRL), perceived effectiveness LMOOC learning. Data were collected among 356 successful learners a MOOC mainland China through cross-sectional study. The results showed that had high level moderate boredom. A significantly positive was noted FLE SRL while negative found FLB SRL. confirmed to be mediator FLE, FLB, PE, which partially mediated effects on PE fully PE. Perceived predicted all strategies time management effectiveness. provided pedagogical implications for students develop effective achieve better outcomes

Язык: Английский

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English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

Frontiers in Psychology, Год журнала: 2022, Номер 13

Опубликована: Окт. 10, 2022

The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights the relationship between elementary low intermediate perceptions use in English as foreign (EFL) attitude to relation proficiency level. Nine hundred sixty-six higher students 399 lower Year 8 participated research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), version Oxford’s Inventory for (SILL), was completed by participants. Our findings shed light significantly level use. Learners at levels relied more strongly metacognitive strategies, such planning, organizing monitoring cognitive processes. analysis also showed high correlation different factors metastrategy (metacognitive, meta-affective, metasocial, metamotivational) cognitive, affective, social, motivational path reinforced our assumption that metafactors determine across both lower-level students. positive contribution metastrategies corresponding regulated fields appeared be robust, underlining recent LLS emphasizes role process.

Язык: Английский

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