ONLINE SELF-REGULATED LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT OF LEARNERS OF ENGLISH AS FOREIGN LANGUAGE IN DISTANCE EDUCATION IN A HIGH SCHOOL IN TURKEY
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Tarih
2022
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
ÇAĞ ÜNİVERSİTESİ Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
CC0 1.0 Universal
CC0 1.0 Universal
Özet
Self-regulated learning (SRL) has been identified as a crucial premise of academic
achievement and effectual learning for students. A self-regulated learner can select,
organize, and manage their learning with independent and effective use of suitable
strategies and also mediate and observe their own learning process. Due to that duty
and responsibility that the students take during their learning progress, they may need
to exhibit these strategies in distance learning environment which prioritize students
more to regulate their own learning in order to achieve success compared to traditional
classes. The main purpose of this study is to know the extent of online self-regulated
learning(OSRL) strategy use of learners of EFL across the different academic
achievement levels. Additionally, the roles of gender and course attendance in online
self-regulatory strategy use were investigated. The participants of the study are 184
students of a public high school in Turkey receiving online education during Covid 19
pandemic. The instruments to gather the data are the OSRL questionnaire and a followup semi-structured interview. The collected data were analyzed through SPSS in terms
of numbers (n), frequencies, percentages (%), means (X̄), medians, standard deviations
(Sd.), Shapiro-Wilk Test, Mann Whitney U-Test, and Kruskal Wallis H-Test. The
findings revealed relatively less usage of two sub-skills of OSRL, which are helpseeking and self-evaluation, compared to the other skills. For all ORSL strategies
scores, the groups of students with different academic achievement level (unsuccessful,
mid-level and successful) were compared with each other. As a result, it was found that
there was a statistically significant difference between academic achievement level
groups only in terms of help seeking strategy use scores. Finally, it was found that
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course attendance did not contribute to the use of help-seeking strategies only and also,
in terms of all OSLR scores, there was no statistically significant difference between
the female and male groups. Furthermore, the interview findings uncovered the
underlying reasons of questionnaire findings in depth.
Açıklama
Anahtar Kelimeler
online self-regulated learning, distance education, academic achievement, çevrimiçi öz-düzenlemeli öğrenme, uzaktan eğitim, akademik başarı
