Students’ perceptions on learning independence: how self-regulated learning strategy helps?
This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regula...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universitat Jaume I. Department of English Studies
2022-12-01
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| Series: | Language Value |
| Subjects: | |
| Online Access: | http://www.e-revistes.uji.es/index.php/languagevalue/article/view/6930 |
| _version_ | 1827364365567787008 |
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| author | Laily Nurjanah Laily Nurjanah Januarius Mujiyanto Hendi Pratama Dwi Rukmini |
| author_facet | Laily Nurjanah Laily Nurjanah Januarius Mujiyanto Hendi Pratama Dwi Rukmini |
| author_sort | Laily Nurjanah Laily Nurjanah |
| collection | DOAJ |
| description |
This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.
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| first_indexed | 2024-03-08T08:07:58Z |
| format | Article |
| id | doaj.art-ed1c684dd7ee48388d525cda3989aed6 |
| institution | Directory Open Access Journal |
| issn | 1989-7103 |
| language | English |
| last_indexed | 2024-03-08T08:07:58Z |
| publishDate | 2022-12-01 |
| publisher | Universitat Jaume I. Department of English Studies |
| record_format | Article |
| series | Language Value |
| spelling | doaj.art-ed1c684dd7ee48388d525cda3989aed62024-02-02T10:23:12ZengUniversitat Jaume I. Department of English StudiesLanguage Value1989-71032022-12-0115210.6035/languagev.6930Students’ perceptions on learning independence: how self-regulated learning strategy helps?Laily Nurjanah Laily Nurjanah0Januarius Mujiyanto1Hendi Pratama2Dwi Rukmini3Universitas Negeri SemarangUniversitas Negeri SemarangUniversitas Negeri SemarangUniversitas Negeri Semarang This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence. http://www.e-revistes.uji.es/index.php/languagevalue/article/view/6930EFLhigher educationindependent learning skillreading comprehensionself-regulated learning |
| spellingShingle | Laily Nurjanah Laily Nurjanah Januarius Mujiyanto Hendi Pratama Dwi Rukmini Students’ perceptions on learning independence: how self-regulated learning strategy helps? Language Value EFL higher education independent learning skill reading comprehension self-regulated learning |
| title | Students’ perceptions on learning independence: how self-regulated learning strategy helps? |
| title_full | Students’ perceptions on learning independence: how self-regulated learning strategy helps? |
| title_fullStr | Students’ perceptions on learning independence: how self-regulated learning strategy helps? |
| title_full_unstemmed | Students’ perceptions on learning independence: how self-regulated learning strategy helps? |
| title_short | Students’ perceptions on learning independence: how self-regulated learning strategy helps? |
| title_sort | students perceptions on learning independence how self regulated learning strategy helps |
| topic | EFL higher education independent learning skill reading comprehension self-regulated learning |
| url | http://www.e-revistes.uji.es/index.php/languagevalue/article/view/6930 |
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