Enhancing web‐based language learning through self‐monitoring

Abstract

The present study investigated the effects of a self-monitoring strategy on web-based language learning. Both students' academic performance and their motivational beliefs were investigated. The interaction between the use of a self-monitoring strategy and the level of learners' English proficiency was also examined. A total of 99 college students who were enrolled in classes for Freshmen English participated in this study. The experimental group was led to a web page with self-monitoring form for recording study time and environment, learning process, predicting test scores, and self-evaluation while the control group was not. It was found that (1) the self-monitoring strategy had a significant main effect on students' academic performance and their motivational beliefs; students who applied the self-monitoring strategy outperformed students who did not apply the self-monitoring strategy on both academic performance and motivational beliefs regardless of their English proficiency level; and (2) the influence of self-monitoring was greater on the lower English level students than on the higher English level students. The positive findings suggest that encouraging students to develop selfmonitoring could help increase the success of online learning. Thus, applying a self-monitoring strategy is strongly recommended for web-based instruction.

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

“…They claimed that academic success was related to self-efficacy and verbal ability in a blended learning classroom. In another instance, Chang [30], argued that there exist continues positive relationship indicating that the academic attainment in an online blended learning is supported within the effective practice of self-regulatory learning skills.…”

Desirable Characteristics of an Ideal Online Learning Environment

“…5 No.1 January 2015 209 Chang, 2007;Crippen et al, 2007;Nelson, 2007;Saito et al, 2007;Shen et al, 2007;and Bixler, 2008). An ideal OLE provides assistance for learner reflection.…”

“…Nine studies examined the extent to which encouraging facets of learner reflection in a Web-based environment enhanced the results of learning (Chung et al, 1999;Cook et al, 2005;Wang et al, 2006;Chang, 2007;Crippen et al, 2007;Nelson, 2007;Saito et al, 2007;Shen et al, 2007;and, Bixler, 2008). These studies investigated OLE's that prompted the students to reflect on their learning and presented enhanced results due to such prompts.…”

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

“…Positive outcomes ascribed to TeLL use are cited in many studies that examine, for example, speaking (Hirotani, 2009;Walker, Cedergren, Trofimovich & Gatbonton, 2011), reading (Al-Seghayer, 2007Murphy, 2007), writing (Godwin-Jones, 2008;Kuteeva, 2011), vocabulary (Loucky, 2003;Wible, Liu & Tsao, 2011), peer language learning (O'Rourke, 2005;Ware & O'Dowd, 2008), culture learning (Belz, 2005;Jin & Erben, 2007), and independent language learning (Chang, 2007;Polisca, 2006). Other studies (Levy, 2009;Liu, Moore, Graham & Lee, 2003), however, caution against over-generalization of the research findings.…”