Applied Linguistics
Raziyeh Mashayekh; Reza Dashtestani
Abstract
Integrating Self-Regulated Learning (SRL) principles within Electronic Portfolios (e-portfolios) promotes reflection, progress monitoring, and strategic refinement, potentially strengthening learners’ speaking self-efficacy. Despite this alignment, empirical research on self-regulatory e-portfolios ...
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Integrating Self-Regulated Learning (SRL) principles within Electronic Portfolios (e-portfolios) promotes reflection, progress monitoring, and strategic refinement, potentially strengthening learners’ speaking self-efficacy. Despite this alignment, empirical research on self-regulatory e-portfolios for speaking self-efficacy is limited. To address this gap, the present study examined the effects of a OneNote-based self-regulatory e-portfolio on Iranian EFL learners’ speaking self-efficacy and their attitudes toward the tool in an online speaking course. Grounded in SRL and social cognitive theory, speaking self-efficacy was conceptualized as a multidimensional construct encompassing performance, linguistic, and self-regulatory self-efficacy. A total of 52 intermediate and upper-intermediate Iranian EFL learners, selected based on a PET sample test, were randomly assigned to an experimental or a control group. Over a five-week online course, the experimental group developed self-regulatory e-portfolios in OneNote structured according to Zimmerman’s cyclical model of self-regulation. In contrast, the control group received conventional instruction. Data were collected using the 18-item Self-Efficacy for EFL Speaking Scale (SEESS), an attitude questionnaire, and semi-structured interviews. A Multivariate Analysis of Covariance (MANCOVA) revealed statistically significant gains in performance, linguistic, and self-regulatory self-efficacy for the experimental group, with medium to large effect sizes. Learners also reported positive attitudes toward the e-portfolio, valuing its accessibility, organizational features, and support for reflection, goal setting, and feedback, despite some initial emotional and usability challenges. Overall, the findings underscore the pedagogical value of OneNote-based self-regulatory e-portfolios for enhancing speaking self-efficacy in online EFL contexts.
Applied Linguistics
Leyli Nouraei Yeganeh; Majid Nemati
Abstract
This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included 240 senior medical students with intermediate English proficiency from ...
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This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included 240 senior medical students with intermediate English proficiency from an Iranian university, divided into an experimental group (FL with SRL, n = 120) and a control group (FL without SRL, n = 120). Over one semester, using Zimmerman's SRL model, the intervention aimed to develop students' AW skills through a structured FL approach. Results showed significant improvements in AW skills for both groups (p < 0.001), but the experimental group exhibited greater gains (t = 6.22, p < 0.001). The study also examined the impacts on the claim and qualifier elements, as per the Toulmin model, revealing differential improvements, with qualifiers showing larger gains (p < 0.001). The SRL intervention significantly enhanced students' self-reported SRL skills, particularly in motivation, planning, learning assessment, and self-directedness (p < 0.001). Overall, the findings offer insights into optimizing FL with SRL for AW development in medical education.
Manoochehr Jafarigohar; Mahboobeh Morshedian
Volume 3, Issue 2 , December 2014, , Pages 286-263
Abstract
Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts ...
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Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to examine the effect of self-regulation instruction to the intermediate EFL readers on their ability to make within-text inferences while reading. Zimmerman’s model of self-regulation with its three cyclic phases of forethought, performance and self-reflection constituted the theoretical basis of this study. Two intact intermediate classes in an English language institute were randomly assigned to experimental and control groups. The experimental group was trained in self-regulatory processes which were directed at EFL reading comprehension for ten sessions, while the control group received the routine, traditional reading instruction involving pre-, while-, and post-reading tasks and activities. The results of parametric one-way between-group ANCOVA showed that the experimental group outperformed the control group on the post-test of EFL reading comprehension, particularly in term of within-text inferencing. This finding revealed that self-regulation instruction aimed at EFL reading comprehension significantly contributed to learners’ ability to make correct within-text inferences while reading in English as a foreign language.