The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement

The online learning environment is a dynamic yet complex learning modality. Students are physically separated from their peers, they grapple with feelings of isolation, and they may be unable to self-regulate their learning. Studies have shown that self-regulation is related to academic achievement and student metacognitive monitoring in online settings. The present study investigated the effects of a standardized diaries on students’ self-regulatory behaviors, calibration accuracy and academic achievement within an online learning environment. Using this self-monitoring and evaluation tool, forty online graduate students enrolled in a research methods course at a southeastern university in the United States participated in a semester-long experimental study. Students were randomly assigned to either a treatment or control group. The researcher used the Online Self-Regulated Learning Questionnaire (OSLQ) (Barnard-Brak, Lan, To, Paton, & Lai, 2009) to examine changes in students’ self-regulatory behavior. Calibration accuracy was used to measure metacognitive monitoring while final course grade was used to measure achievement. The one-way ANOVA revealed that students who received the intervention were significantly more accurate on their metacognitive judgements made after taking the test (postdiction) when compared to the control group. However, no significant effect of the treatment was found on self-regulated learning behaviors or academic achievement

Improvement of Teaching and Learning Experience by Online Course Diary Tool : Qualitative Exploration of Teachers’ Perspective

Due to the rapid shift to online learning, it has become increasingly difficult for teachers to monitor students’ learning experiences. This paper analyzes teachers’ experiences with an online tool for monitoring students’ metacognitive states during the learning process. Through an open-ended questionnaire, we collected teachers’ aims for starting to use the tool and experienced benefits. Our results show that teachers use this tool to understand the learning status of students in greater depth and to adjust their teaching according to feedback collected during the course. Moreover, teachers reported receiving better quality summative course feedback after starting to use the tool.Peer reviewe

Exploring FL readers’ metacognitive beliefs : narrations from learner diaries

Metacognition is a complex construct widely investigated in SLA studies, also those that focus on reading skills and reading comprehension. Ample research points to metacognition as a strong predictor in developing foreign language reading skills, thus promoting metacognitive strategies in FL education is highly recommended. This paper presents a report on a study in which Polish FL learners kept a diary for a period of one month and wrote comments in reference to the reading classes in which they participated. The data obtained from the students’ narrations allowed to examine the learners’ metacognitive beliefs defined in the study as knowledge about cognition, consisting of three components: person knowledge, task knowledge, and strategy knowledge (Flavell, 1981). The diary data were analyzed in a global narrative way, which enabled the researcher to examine a complex character and a dynamic nature of metacognition in relation to the reading lessons. The findings underline a double role that learner diaries played in this study: as a research tool useful in investigating learners’ metacognition and an effective task that seemed to facilitate the learners’ reflection skills

Effects of Intervention on Self-Regulated Learning for Second Language Learners

The purposes of the study were to investigate the process of self-regulated learning and the effects of an intervention program on self-regulated learning designed for second language (L2) learners. 120 participants who were sophomores majoring in English education at a university in an Asian country were randomly assigned to either the experimental group or control group. The self-regulated learning intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory process: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The operation of self-regulated learning processes in the context of L2 learning, and the effectiveness of the self-regulated learning intervention program for L2 learners were investigated and analyzed. Results of a path analysis reflected Zimmerman’s process model of self-regulation (2000, 2004) and suggested that there are causal influences of self-regulated learning variables across three phases (forethought, performance, and reflection phase) in the context of L2 learning. Furthermore, student self-regulation influences their L2 proficiency via the enhancement of motivational variables. Self-efficacy, time and study environment management skills, and students\u27 learning time affected their L2 proficiencies directly. Intrinsic goal orientation influenced L2 proficiency indirectly through its impact on time and study environment management skills. Attribution affected L2 proficiency indirectly through its impact on learning time. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students\u27 motivational beliefs, students\u27 strategy use, and students\u27 academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and L2 proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a L2 classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of L2 learning. From a pedagogic point of view, this finding has implications for the design of strategy-based instruction intended to foster students’ self-regulated learning in the L2 classroom

Aural modeling and mental representations to elicit young students' metacognitive responses in developing expressivity at the piano

The purpose of this empirical study, whose theoretical framework is based on Bandura’s (1986) social cognitive theory, was to investigate the effectiveness of including a metacognitive approach in teaching expressivity at the piano. The effect of metacognition, combined with that of aural modeling and aesthetic and stylistic mental representations, was assessed regarding the promotion of a higher-order thinking, one that fosters the development of musical expressivity in young pianists. From a social cognitive theory perspective, metacognition is defined as the aptitude to reflect on one’s own thinking to assess and find the most appropriate course of action to control performance of a task (Bandura, 1986; Flavell, 1979). Equally important in the social cognitive theory is the concept of modeling, which is based on the idea that one can learn new skills by observing another individual’s actions. In turn, the mental representations of the observed tasks function to guide the learner’s performance (Bandura, 1986). Results highlighted the central role played by aural modeling. The aesthetic and stylistic mental representations in the metacognitive process allowed young pianists to elicit an expressive musical idiom through a mental conversion process. The constructs of aural modeling and of aesthetic and stylistic mental representations, along with that of musical phraseology, functioned both independently and in conjunction with each other. They provided students with a mechanism with which to reflect on ways to adjust expressivity in their playing. Results also indicated a positive influence of the above constructs on the overall performance of young pianists

Curricular Concept Maps as Structured Learning Diaries : Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.Peer reviewe

Using mobile technology to foster autonomy among language learners

PhD ThesisMuch has been written about the value of Learner autonomy in language teaching and learning as it is believed to enhance students’ opportunities of success, enable life-long learning, and increase motivation. Extensive research has been dedicated to the investigation of different ways of fostering learner autonomy in language learning and teaching. However, it is not easy to encourage learners to be more independent, motivated, and committed, especially in a teacher-centred educational context. Therefore, this study seeks to explore how learner autonomy can be encouraged in support of language learning at a University in Saudi Arabia by incorporating the use of tablet devices into a language course. It is necessary to establish whether the iPad and iPad-like devices can contribute to developing student autonomy in language learning. More specifically, the study attempts to explore whether the multi-modal functionality and affordances of the iPad, when used in a Mobile Assisted Language Learning environment as part of a teacher-guided EFL (English for Foreign Learners) course, can encourage and motivate students to become more independent and take control over their learning. The study was carried out in the context of a 12-week deployment of the iPad device in the Community College at Imam Abdulrahman Bin Faisal University (Previously Dammam University) with a group of 21 Saudi university students. Data was gathered from questionnaires, focus group interview, student diaries, think aloud protocol, and online tracker. The findings indicate that students used a wide range of cognitive, metacognitive, and social strategies when working with the iPad, and there was a statistically significant increase in students’ reported use of language learning strategies by the end of the project. The study also provides evidence that the use of the iPad when integrated carefully into a language course, and with the teacher’s instruction, can have positive effects on students’ attitude and learning. There is evidence that these effects extended beyond the end of the course, as post –course interviews suggest that students continued to develop certain types of autonomous behaviour. They displayed a desire to continue to learn English despite the difficulties they encountered in the course. In addition, most students planned to do more practice outside classroom, collaborate with other students, and reflect on their personal beliefs about language learning. Based on these findings, there seem to be clear benefits to integrating the iPad into language courses

Improving Self-Regulation for Learning in EFL Writing in Secondary Education in Blended Environments

[eng] This study aims at improving English as a Foreign Language (EFL) writing instruction at secondary level by implementing a blended instructional design that may foster self-regulation through public online learning diaries (Diaries) and formative feedback in a wiki device in combination with face-to-face (F2F) instruction. Also, all elements are interwoven in the assessment program strongly supported by personalised feedback. In Part I, comprehending chapters 1 to 4, we provide the general theoretical framework for this research, which is based on a competence approach to compulsory education that the countries in the EU have adopted. Our aim is helping students to improve in three of the eight key competences (European Parliament, 2006): Learning Foreign Languages, ICT and Learning to Learn. First, we have reviewed and contextualised what the literature says about EFL writing and different approaches to teaching it and discussed the role of grammar, vocabulary and multimodality pathways in learning to write in a foreign language. Then, we have reviewed the literature on self-regulation for learning (SRL) and self-efficacy and the effects that a public design can have on vicarious learning. We have appraised the role of Diaries, feedback and assessment to improve SRL. Subsequently, we have discussed Diaries in EFL writing in a blended design, and how they can help us improve the students’ autonomy in learning. This literature review leads us to formulate our basic assumptions for the instructional design that we will put to the test. From this review, we conclude that a Diary which integrates cognitive, metacognitive and free writing tasks is a suitable tool for EFL writing instruction and ongoing authentic assessment activities with interactive formative feedback to observe and improve self-regulation strategies. Additionally, a public design can act as a basic form of dialogic feedback, even if what students do is lurking at what other students are doing. In Part II, comprehending chapters 5 to 7, we state the three goals of our research to evaluate an instructional design grounded on literature findings that we developed to improve English as a foreign language (EFL) writing instruction in context. We describe the three main components of the learning diary (Diary) and the writing assignments. We study an EFL class of 10thgraders, aged 15 to 16, at a working-class state school in Barcelona and their English teacher, who was a long-experienced professional, newly arrived at that school. There were 26 students in this class (15 boys and 11 girls), of which we selected six (two strong, two average and two weak ones) for close observation. The instructional design combined face-to-face (F2F) teaching following a textbook with an online platform (a wiki) where students completed the Diary and a variety of writing assignments, with the online supervision of the teacher who provided personalised on-site feedback. In the Diary, and mostly as homework, students had to show their capacity to manage learning strategies and writing competence. In the first place, students had to file F2F instruction and produce examples of use of grammar and vocabulary in the form of sentences (cognitive tasks). Secondly, they had to monitor and correct their writing productions (metacognitive assignments) after the teacher had provided personalised feedback on them. She also developed a system of engagement rewards to incentive correct procedures and participation. In part III (Chapters 7-10) we present the results to our research questions. In Chapter 7 we depict the results concerning goal 1. We observe the activity in the online PWS and the students’ and teacher’s perception of it. In the first place, we consider the temporal dimension of the Diary. Then we move on to study how well the students completed it by task, student and term. Next, we study the writing assignments completion by task and term. Fourthly, we consider the positive and negative effects of the online platform. Finally, we deal with the teacher and students’ views of the PWS. Chapter 8 is devoted to feedback. We analyse the amount and characteristics of the teacher’s feedback depending on the task, as well as its timing for both the Diary and the writing assignments. We also consider the nature of conversations in the PWS. To conclude, we focus on the students’ views on feedback Results for goal 3 are exposed in chapter 9, which analyses in which ways the students’ actions and perceptions in the PWS evolved. In the first place, we ask ourselves which improvements can be reported in the Diary. Secondly, we look at the connections between the Diary and the writing assignments. Thirdly, we observe improvements in the writing assignments, comparing the teacher’s marks to external control measures, such as the state exam and the Write & Improve tool. Finally, we consider the teacher and students’ views. A final chapter 10 gathers a panoramic interpretive reading of each of the selected students and the teacher as to draw their learning profiles. For each of the six selected students, we consider their views on the PWS and the writing and feedback impact on them. In part IV we discuss our findings. About the PWS (goal 1), online designs can set students in action, but the technical problems some students face may cause frustration. It also confirms that stronger students are better at SRL, but their agency may not always be directed towards learning. If weaker students are more SRL focused, the chance is that they will advance more. Scarce metacognitive knowledge, low self-efficacy and lack of motivation make progress slow. Students will favour cognitive tasks over metacognitive, which are not adequate in compulsory education when they were based in understanding what the teacher said instead of in what they understood. Teachers need to plan supervising controls to ensure that students do not leave everything for the last minute, and can pay attention to the teacher’s corrections at different moments. Students did not like that the Diary was compulsory, and they did not like that it was public either, but their perceptions concerning the latter improved significantly, and they used each other’s productions as guidance. The Diary was a threat to average and weak students because it was hard work which, if not done, meant failing the term. The wiki’s lack of popularity was strengthened by technical problems. For goal 2, the teacher’s strategy to provide unfocused, indirect, personalised feedback was not appropriate because it meant a lot of work and did not make some of the students respond to it. The fact that it was timely could not solve the design flaw that it was delivered at the end of the term. These students were the same that show low interest for the design (Darío(a)) or weak students with low metacognitive strategies and linguistic knowledge. So, the students who needed it more (although Mariana(a) became an exception) were the ones who used it less. The students’ perception of feedback was positive enough, but somehow unconscious of the effort it meant to the teacher. For goal 3, when we study the students’ performance in the Diary in some depth, we observe that some students used agency for purposes other than learning, and this behaviour is not related to their linguistic knowledge, but bears relation to how much they make sense of a task and the characteristics of the assessment program. Students did not make sense of the cognitive part of the Diary because the sentences they wrote were not connected with the writing assignments. Furthermore, feedback that focuses only in WCF or sentences rather than paragraphs is not appropriate to teach EFL writing, because such input only addresses one aspect of the overall writing ability. Students value the sentences they wrote in the vocabulary task significantly worse at the end than they did at the beginning of the year. However, they value significantly better that the Diary is an efficient tool to learn English. As for its metacognitive part of the Diary, results were poor when the students were not capable of noticing for themselves what they had learnt, but depended on metacognitive explanations from the teacher which they often did not understand. Students expressed that they liked writing more when they could freely choose what to write about, and this perception improved significantly at the end of the school year. But results show that when students are free to write what they please, the use of translators increases. For this reason, designing tasks that makes them use the vocabulary and grammar they have just been taught would give more meaning to instruction and avoid the dangers of technical cheating. Rich environments where students are exposed to a lot of input (such as films in English subtitled in English) promote EFL writing, especially when the students are asked to carry out a diversity of tasks that stretch for some time