Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

Deng, Xiaojia; Wang, Chuang; Xu, Jianzhong

doi:10.3389/fpsyg.2022.976330

Cited by 8 publications

(3 citation statements)

References 79 publications

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“…It also points that academic accomplishment is more immediately impacted by SRL since it entails the capability to directly monitor a learning setting and make adjustments to boost learning efficacy (Wang & Kao, 2022). (Deng et al, 2022) also reported that self-regulated learning takes significant role on students' academic performance in Macau. (Olakanmi et al, 2017) draw a conclusion that self-regulated learning has significant part in increasing students' academic performance.…”

Section: Metacognition and Self-regulated Learning As Predictors Of A...mentioning

confidence: 99%

Metacognitive Awareness and Self-Regulated Learning toward Students’ Academic Achievement: Prediction study

Dangin,

Setyawan,

Hartati

2023

IJSSHR

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This study was intended to find the relationship among metacognitive awareness and self-regulated learning as independent variables and students’ achievement/GPA as dependent variable. The study took senior college students as the sample from two private Indonesian universities. Thereupon, this study also was aimed to find whether students’ metacognitive awareness and self-regulated learning could be predictors of students’ achievement/ GPA. The study used Metacognitive Awareness Inventory and questionnaire to get the data of students’ metacognitive awareness and self-regulated learning. The results showed that there were positive correlations between students’ metacognitive awareness and self-regulated learning on academic achievements. The study also revealed that both metacognitive awareness and self-regulated learning could be predictors for academic achievement as many as 24.8%.

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Section: Metacognition and Self-regulated Learning As Predictors Of A...mentioning

confidence: 99%

Metacognitive Awareness and Self-Regulated Learning toward Students’ Academic Achievement: Prediction study

Dangin,

Setyawan,

Hartati

2023

IJSSHR

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“…However, traditional language learning methods, such as classroom-based instruction, may not be suitable for everyone. Some learners prefer a more personalized and flexible approach to language learning, where they can learn at their own pace, focus on areas that are relevant to them, and use resources and materials that suit their individual learning style (An et al, 2021;Deng et al, 2022;Tomak & Seferoğlu, 2021). Self-regulated learners know their learning processes and use self-correction to attain desired results (Zimmerman et al, 1996).…”

Section: Diy English Language Learningmentioning

confidence: 99%

DIY (Do-It-Yourself) English Language Learning and Practice at Universitas Negeri Makassar

Nurfadhilah

Basri

Nur

2023

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This phenomenological study explores the experiences, motivations, and challenges of students at Universitas Negeri Makassar engaging in DIY (Do-It-Yourself) English language learning and practice. The research aims to gain insights into self-directed language learning and provide valuable information for educational practices and policies in the university context. A purposeful sample of 15-20 students, representing a diverse range of experiences, was selected to participate in the study. Data collection involved a combination of semi-structured interviews, focus group discussions, and reflective journals, allowing for a comprehensive understanding of the students' perspectives. Inductive thematic analysis was employed to identify key themes and patterns in the data, with the findings presented as a rich, descriptive narrative. Strategies for establishing trustworthiness included triangulation of data sources, member checking, and peer debriefing. This study contributes to our understanding of DIY language learning by highlighting the DIY English language learning strategies, benefits and challenges, and students’ ways of assessing DIY English language learning at Universitas Negeri Makassar, ultimately informing future educational practices and policies.

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“…However, L2 writing is also one of the most challenging skills, as it is “recursive, strategic, and multidimensional” (p. 188) [ 7 ]. It also varies among groups of EFL learners and across a wide range of EFL contexts [ 8 , 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

Wang

et al. 2023

EJIHPE

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This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners’ self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.

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Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

Cited by 8 publications

References 79 publications

Metacognitive Awareness and Self-Regulated Learning toward Students’ Academic Achievement: Prediction study

Metacognitive Awareness and Self-Regulated Learning toward Students’ Academic Achievement: Prediction study

DIY (Do-It-Yourself) English Language Learning and Practice at Universitas Negeri Makassar

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

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