Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

Liang, Chaoyun; Chang, Chi Cheng; Shu, Kuen Ming; Tseng, Ju Shih; Lin, Chun Yu

doi:10.1080/10494820.2015.1041403

Cited by 13 publications

(8 citation statements)

References 30 publications

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“…In the digital era, reflective journal writing contributes to a web-based portfolio assessment system that reflects on learning processes and reflective writing mechanisms (Liang et al, 2016) involving topics-based prompts, revisions, learning logs, and grading systems. Reflective writing can improve EFL students' writing achievement, vocabulary achievement, and critical thinking achievement (Laqaei, 2015).…”

Section: Reflective Journal Writingmentioning

confidence: 99%

The power of reflective journal writing for university students from the EFL perspective

Sudirman

Gemilang

Kristanto

2021

SiELE

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English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.

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Section: Reflective Journal Writingmentioning

confidence: 99%

The power of reflective journal writing for university students from the EFL perspective

Sudirman

Gemilang

Kristanto

2021

SiELE

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“…Regarding goal setting, Chang et al (Chang et al, 2013;Chang et al, 2016;Liang et al, 2016) presented the WBPAS, which incorporates mechanisms of goal setting and reflective writing and editing. The evaluation in WBPAS targets learning goals rather than tests.…”

Section: Domain-general Learning Systemmentioning

confidence: 99%

A framework for self‐regulated digital learning (SRDL)

Yen

Chen

Wang

et al. 2018

Computer Assisted Learning

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This article develops a framework for self‐regulated digital learning, which supports for self‐regulated learning (SRL) in e‐learning systems. The framework emphasizes 8 features: learning plan, records/e‐portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each feature facilitates or supports one or more SRL skills, including planning, monitoring and evaluating learning, applying appropriate cognitive strategies, and setting standards of products or performance. The implementation in domain‐general and ‐specific systems as illustrated by web‐based inquiry and problem‐solving are discussed. Examples and learning effects are elicited from the literature to demonstrate various designs. Approaches for designing SRL systems, educational implications, and new directions for future research incorporating SRL into digital learning are presented.

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“…Discussions to enhance teaching and learning practices with the use of data mining are provided. Further, researchers found that delighted students with online reflective writing mechanisms significantly outperformed students who were less satisfied with online deliberative writing mechanisms through a web-based portfolio assessment (Liang et al, 2016). Thus, OSEL is a critical factor for helping students' webbased information searching strategies (Tseng et al, 2014) and allows them to organize and integrate information when learning online (Zimmerman & Kitsantas, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Several efforts have been made to identify the prediction of OSEL and students' achievement ( Tseng et al, 2014;Liang et al, 2016;Cho & Yoo (2017);Wong et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…(Schunk, 2012) As seen in Table 4, some pedagogical implications were innovated based on the five dimensions of OSEL; in the first dimension, goal making, teachers could implement online learning in every meeting. Teachers can increase the use of online learning media such as Ruangguru, Edmodo, and Google classroom as interactive multimedia promotes motivation, which provides different experiences which are unavailable in a regular classroom environment (Liang et al, 2016;Wong et al, 2019) for example, in a meeting, the teacher could use YouTube videos related to the subject as an additional source, and give assignments through Google classroom. For the second dimension, the ecological approach, teachers need to make sure that students have a comfortable place when applying online learning, which could relate to classroom management strategies.…”

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confidence: 99%

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Examining the Relationship between EFL Students' OSEL and Their Achievement

Stasya

Emaliana

2021

scr. j. j. linguist. engl. teach.

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Background: The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores. Methodology: The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning. Findings: It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them. Conclusion: The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school.

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Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

Cited by 13 publications

References 30 publications

The power of reflective journal writing for university students from the EFL perspective

The power of reflective journal writing for university students from the EFL perspective

A framework for self‐regulated digital learning (SRDL)

Examining the Relationship between EFL Students' OSEL and Their Achievement

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