Fostering self-regulated learning in an online writing course: Challenges and solutions
DOI:
https://doi.org/10.54855/ijte.23321Keywords:
self-regulated learning, online learning, writing skillsAbstract
In this day and age, self-regulated learning (SRL), as a predictor of students’ academic success, has been dedicatedly fostered through online classrooms since virtual learning situationally dominated in the wake of the global pandemic. Given the prominence of implementing instructional practices to foster SRL and the possible challenges that emerged during its adaptation to the online learning platforms, the study aims to shed light on the hindrance in promoting SRL during online writing classes at Van Lang University. With the participation of 35 experienced EFL teachers at Van Lang University, quantitative data was collected from a questionnaire, and qualitative one was collected from a semi-structured interview. Quantitative results showed that developing a critical learner, a learning community, and promoting self–peer evaluation presented the most challenges to teachers. In addition, the practical suggestions gained from qualitative findings were useful for those aspiring to lay the groundwork for SRL during an online writing class. In essence, online learning could offer a chance to instill SRL in EFL learners with the right touch on appropriate instructional practices.
References
Abd Majid, F. (2007). Self-regulated learning: Effective practices in ESL writing classes. Journal of LanguageStudies, 3, 115-128.
Atkinson, D. (2002). Toward a sociocognitive approach to second Llanguage acquisition. The Modern Language Journal, 86(4), 525-545.
Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language teaching research, 27(1), 207-228.
Bandura, A. (1986). Social Foundation of Thoughts and Action. Eaglewoods Cliff New Jersey. In: Prentice-Hall.
Beishuizen, J. (2008). Does a community of learners foster self‐regulated learning? Technology, Pedagogy and Education, 17(3), 183-193.
Bogolin, L., Harris, L., & Norris, L. (2003). Improving Student Writing through the Use of Goal Setting. (Master of Arts ). Saint Xavier University, Chicago.
Doig, B., Illsley, B., McLuckie, J., & Parsons, R. (2006). Using ePortfolios to enhance reflective learning and development. In Handbook of research on ePortfolios (pp. 158-167): IGI Global.
Kosimov, A. (2021). The impact of self-efficacy in enhancing English proficiency among Uzbek high school students. British View, 6(1). doi:10.5281/zenodo.5781326
Levy, N. R. (1996). Teaching analytical writing: Help for general education middle school teachers. Intervention in School and Clinic, 32(2), 95-103.
Li, W., & Zhang, F. (2021). Tracing the path toward self-regulated revision: An interplay of instructor feedback, peer feedback, and revision goals. Frontiers in Psychology, 11. doi:https://doi.org/10.3389/fpsyg.2020.612088
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT journal, 72(1), 49-61.
My, T. N., Hong, L. T. K., Vu, U., & Linh, D. H. (2022). Applying Writing Feedback Orientation and Self-Regulated Learning Writing Strategies to EFL Students at Van Lang University During COVID-19. International Journal of TESOL & Education, 2(5), 64-88. doi:https://doi.org/10.54855/ijte.22255
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Oxford, R. L., & Schramm, K. (2007). Bridging the gap between psychological and sociocultural perspectives on L2 learner strategies. Language learner strategies: Thirty years of research and practice, 30, 47-65.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502): Elsevier.
Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-Efficacy in Second/Foreign Language Learning Contexts. English Language Teaching, 5(11), 60-73.
Rosalia, C. (2014). Fostering Self-Regulated Learning: Feedback-on-Feedback in a Peer Online Writing Center. Writing and Pedagogy, 6(2), 399-429.
Schunk, D. H. (1984). Self‐efficacy perspective on achievement behavior. Educational psychologist, 19(1), 48-58.
Silver, M. S. (2013). Use of teacher-supported goal setting to improve writing quality, quantity and self-efficacy in middle school writers. University of Oregon,
Sinclair, L., & Watson, V. (2004). Principles of effective practice in supporting students to become self-regulated learners. Paper presented at the NZARE conference, Turning the Kaleidoscope, Wellington, New Zealand.
Tu, N. P., & Luong, T. K. P. (2021). Online language learning via Moodle and Microsoft Teams: students’ challenges and suggestions for improvement. Paper presented at the Proceedings of the AsiaCALL International Conference-Atlantis Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard university press.
Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational technology research and development, 52(4), 5-21.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39): Elsevier.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Truong Hong ngoc
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
