Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 u...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.558466/full |
| _version_ | 1818412386598518784 |
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| author | Zhujun An Chuang Wang Siying Li Zhengdong Gan Hong Li |
| author_facet | Zhujun An Chuang Wang Siying Li Zhengdong Gan Hong Li |
| author_sort | Zhujun An |
| collection | DOAJ |
| description | This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language. |
| first_indexed | 2024-12-14T10:46:29Z |
| format | Article |
| id | doaj.art-ca6fec79b0a54acb8d71cb15dd506031 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T10:46:29Z |
| publishDate | 2021-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ca6fec79b0a54acb8d71cb15dd5060312022-12-21T23:05:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-01-011110.3389/fpsyg.2020.558466558466Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning OutcomesZhujun An0Chuang Wang1Siying Li2Zhengdong Gan3Hong Li4University of Macau, Taipa, ChinaUniversity of Macau, Taipa, ChinaChongqing University of Education, Chongqing, ChinaUniversity of Macau, Taipa, ChinaUniversity of Macau, Taipa, ChinaThis study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.https://www.frontiersin.org/articles/10.3389/fpsyg.2020.558466/fulltechnology-assisted language learningself-regulated learningEnglish language self-efficacyEnglish enjoymentlearning outcomes |
| spellingShingle | Zhujun An Chuang Wang Siying Li Zhengdong Gan Hong Li Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes Frontiers in Psychology technology-assisted language learning self-regulated learning English language self-efficacy English enjoyment learning outcomes |
| title | Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes |
| title_full | Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes |
| title_fullStr | Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes |
| title_full_unstemmed | Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes |
| title_short | Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes |
| title_sort | technology assisted self regulated english language learning associations with english language self efficacy english enjoyment and learning outcomes |
| topic | technology-assisted language learning self-regulated learning English language self-efficacy English enjoyment learning outcomes |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.558466/full |
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