EFL Learners' Use of ICT for Self-Regulated Learning

Serkan Çelik, Erkan Arkın, Derya Sabriler

Abstract


Problem Statement: The notions of autonomy and independence possess an increasingly important role in language pedagogy by raising issues such as learners’ responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education.
Purpose of Study: This study attempted to enrich our understanding of language learners’ self-initiated use of information and communication technologies (ICT) from the language learning perspective.
Methods: The participants were 399 language learners who were attending the intensive English language preparatory program at the Eastern Mediterranean University, North Cyprus. The study was based on a survey which consisted of demographic and language learning backgrounds of the participants, and likert-scale questions on participants’ self-initiated use of ICT for language learning. The data collected were validated through factor analyses. Beside descriptive analyses, chi-square and t-test were also used to reveal the associations between demographic variables and different dimensions of ICT use in selfregulated language learning.
Findings and Results: An obvious finding to emerge from this study is that there are no statistically significant differences regarding the male and female participants’ use of ICT for self-regulated learning, and between language levels of the learners. Considering the responses, the learners mostly use ICT to practice listening, vocabulary and writing skills.
Conclusions and Recommendations: The overall outcome of the study points to the need for learner training, teacher support and guidance for an effective use of ICT for self regulation of language learning.

Full Text:

PDF

References


Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (2001). Social cognitive theory: And angetic. Annual Review of Psychology, 541, 1-26.

Beltran, D.O., Das, K.K., and Fairlie, R.W. (2006). Do home computers improve educational outcomes? Evidence from matched current population surveys and the national longitudinal survey of youth 1997. IZA Discussion Paper No. 1912. Bonn, Germany: IZA.

Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21–40.

Bernacki, M.L., Aguilar, A.C., and Byrnes, J.P. (2011). Self-regulated learning and technology enhanced learning environments: An opportunity-propensity analysis. In Dettori, G., and Persico, D. (Eds.), Fostering self-regulated learning through ICT. pp. 1-26. doi:10.4018/978-1-61692-901-5.ch001

Boekaerts, M. (1999). Self-regulated learning: Where are we today. International Journal of Educational Research, 31, 445-457.

Carneiro, R., Lefrere, P., and Steffens, K. Eds. (2007). Self-regulated learning in technology enhanced learning environments: A European review. UK: Kaleidoscope Network of Excellence. Retrieved from http://telearn.noe-kaleidoscope.org/

Chang, M. M., and Wu, Y. M. (2003). EFL learners’ self-efficacy and strategies use in a web-based learning environment. Proceedings of the 2003 International Conference on English Teaching and Learning in the Republic of China, Taiwan, ROC,117 – 125. Taiwan, Province University.

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.

Dorney, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Ducate, L., and Arnold, N. (2006). Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: Computer Assisted Language Instruction Consortium.

Ehrman, M. E., Leaver, B., and Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313 -330.

Ellis, R. (2008). The study of second language acquisition. Oxford University Press. ISBN 978-0-19-442257-4.

Ertmer, P.A., Newby, T.J., and MacDougall, M. (1996). Students' approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 333, 719-752.

Ewald, J. (2004). A classroom forum on small group work: Learners see and change themselves. Language Awareness, 12, 163–79.

Finch, A. (2001). Autonomy: Where are we? Where are we going? Presentation at the JALT CUE Conference on Autonomy. Retrieved from

http://www.finchpark.com/arts/autonomy/

Freeman, M. (1999). The language learning activities of students of EFL and French at two universities. Language Learning Journal, 19, 80-88.

Gale L.E. (1991). Macario, montevidisco, and interactive digame: developing interactive video for language instruction. In W.F. Smith (Ed.), Modern technology in foreign language education: Applications and projects, pp. 235–249. Lincolnwood, IL: National Textbook Company.

Gao, X.S. (2009). The ‘English corner’ as an out-of-class learning activity. ELT Journal, 63, 60–67.

Garcia, T., and Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk and B. J. Zimmerman, (Eds.), Self-regulation of learning and performance: Issues and educational applications, pp. 127-154. Hillsdale, NJ: Erlbaum. Accessed on 31.10.2005

Hannafin, M.J., and Hannafin, K.M. (2010). Cognition and student-centered, web-based learning: Issues and implications for research and theory. In J.M. Spector, D. Ifenthaler, P. Isaias, and K. Sampson (Eds.), Learning and instruction in the digital age pp. 11–23. New York: Springer Science Business Media.

Healey, D. (2002). Learner Autonomy with technology: What do language learners need to be successful? TESOL 2002, CALL-IS Academic Session. http://oregonstate.edu/~healeyd/tesol2002/autonomypres-withbiblio.doclast accessed on 31.10.2005

Hofer, B., Yu, S., and Pintrich, P. (1998). Teaching college students to be self-regulated learners. In D. Schunk and B. Zimmerman (Ed.), Self-regulated learners: From teaching to self-reflective practice, pp. 57-85. New York: Guilford.

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.

Hussein, G. (2010). The attitudes of undergraduate students towards motivation and technology in a foreign language classroom. International Journal of Learning and Teaching, 2 (2), 14-24.

Lacey, F. (2007). Autonomy, never, never, never! Independence, 42, 4-8.

Lai, C., and Gu, M. (2011). Self-regulated out-of-class language learning with technology, Computer Assisted Language Learning, 24 (4), 317-335.

Lam, W.S.E. (2000). Second language literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34, 457–482.

Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8, 44–65.

Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. TESOL Quarterly, 41, 757–780.

Leaver, B.L., Ehrman, M., and Shekhtman, B. (2005). Achieving success in second language acquisition. Cambridge, UK: Cambridge University Press.

Little, D. (2000). Learner autonomy and human interdependence: some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In B. Sinclair, I. McGrath and T. Lamb (Eds.), Learner autonomy, teacher atonomy: Future directions, pp. 15-23. Harlow: Longman/Pearson Education.

Lindner, R. W., and Harris, B.R. (1998. Self-regulated learning in education majors. Journal of General Education, 47(1), 63-78.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Peñaflorida, A. H. (2002). Nontraditional forms of assessment and response to student writing: A step toward learner autonomy. In Richards, Jack C. and Willy A. Renandya (Eds.), Methodology in language teaching. An anthology of current practice, pp. 344-353. Cambridge: Cambridge University Press.

Serin, O. (2012). Mobile learning perceptions of the prospective teachers (Turkish Republic of Northern Cyprus sampling). The Turkish Online Journal of educational technology- TOJET, Volume 11, Issue 3.

Steffens, K. (2006). Self-regulated learning in technology-enhanced learning environments: Lessons of a European peer review. European Journal of Education, 41, 353–379.

Thorne, S., Black, R.W., and Sykes, J.M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. Modern Language Journal, 93, 802–821.

Watts, M., and Lloyd, C. (2001). Evaluating a classroom multimedia programme in the teaching of literacy. Educational Research and Evaluation 7, 35–52.

Weinstein, C. S. (1989). Teacher education students' preconceptions of teaching. Journal of. Teacher Education, 39, 53-60

Winters, F.I., Greene, J.A., & Costich, C.M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20, 429–444.

Winke, P., & Goertler, S. (2008). Did we forget someone? Students’ computer access and literacy for CALL. CALICO Journal, 25, 482–509.

Yıldırım, Ö. (2008). Turkish EFL learners’ readiness for learner autonomy. Journal of Language and Linguistic Studies, 4 (1), 65-80.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies