TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM

Cao Tuong Dinh; Hoang-yen Phuong

Makale detayları

TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM

Yazarlar:

Cao Tuong Dinh | Hoang-yen Phuong

Yayıncı:

Anadolu University

Ana Başlıklar:

Measurement and Evaluation in Education (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.101-121

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338333

pISSN:

1302-6488

Anahtar kelimeler:

Özet:

 Self-regulated learning SRL has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses MOOCs. Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training. Learning diaries were used to analyze students application of SRL strategies in the MOOC environment, and pre- and post-tests measured the interventions impact on speaking proficiency. Additionally, descriptive statistical analysis was conducted on the questionnaire results, complemented by thematic analysis of students reflective journals. The findings revealed a strong positive correlation between EFL students SRL strategy usage and their speaking course outcomes. Reflective journal analysis indicated that students tailored SRL strategies to their learning processes within MOOC contexts. The study provides practical insights for incorporating SRL training into MOOC-based learning and offers a theoretical foundation for promoting SRL across diverse educational systems.

 Self-regulated learning SRL has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses MOOCs. Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training. Learning diaries were used to analyze students application of SRL strategies in the MOOC environment, and pre- and post-tests measured the interventions impact on speaking proficiency. Additionally, descriptive statistical analysis was conducted on the questionnaire results, complemented by thematic analysis of students reflective journals. The findings revealed a strong positive correlation between EFL students SRL strategy usage and their speaking course outcomes. Reflective journal analysis indicated that students tailored SRL strategies to their learning processes within MOOC contexts. The study provides practical insights for incorporating SRL training into MOOC-based learning and offers a theoretical foundation for promoting SRL across diverse educational systems.

 Self-regulated learning SRL has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses MOOCs. Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training. Learning diaries were used to analyze students application of SRL strategies in the MOOC environment, and pre- and post-tests measured the interventions impact on speaking proficiency. Additionally, descriptive statistical analysis was conducted on the questionnaire results, complemented by thematic analysis of students reflective journals. The findings revealed a strong positive correlation between EFL students SRL strategy usage and their speaking course outcomes. Reflective journal analysis indicated that students tailored SRL strategies to their learning processes within MOOC contexts. The study provides practical insights for incorporating SRL training into MOOC-based learning and offers a theoretical foundation for promoting SRL across diverse educational systems.

 Self-regulated learning SRL has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses MOOCs. Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training. Learning diaries were used to analyze students application of SRL strategies in the MOOC environment, and pre- and post-tests measured the interventions impact on speaking proficiency. Additionally, descriptive statistical analysis was conducted on the questionnaire results, complemented by thematic analysis of students reflective journals. The findings revealed a strong positive correlation between EFL students SRL strategy usage and their speaking course outcomes. Reflective journal analysis indicated that students tailored SRL strategies to their learning processes within MOOC contexts. The study provides practical insights for incorporating SRL training into MOOC-based learning and offers a theoretical foundation for promoting SRL across diverse educational systems.

Makale detayları

TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM

Yazarlar:

Cao Tuong Dinh | Hoang-yen Phuong

Yayıncı:

Anadolu University

Ana Başlıklar:

Measurement and Evaluation in Education (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.101-121

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338333

pISSN:

1302-6488

Teaching self-regulated learning strategies

synchronous online learning

MOOCs

higher education

Vietnam

Sayı

Makale detayları

TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM

Yazarlar: Cao Tuong Dinh | Hoang-yen Phuong

Yayıncı: Anadolu University

Ana Başlıklar: Measurement and Evaluation in Education (Other)

Dergi: Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.101-121

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001338333

pISSN: 1302-6488

Teaching self-regulated learning strategies

synchronous online learning

MOOCs

higher education

Vietnam

Sayı

Yazarlar:

Cao Tuong Dinh | Hoang-yen Phuong

Yayıncı:

Anadolu University

Ana Başlıklar:

Measurement and Evaluation in Education (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.101-121

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338333

pISSN:

1302-6488