A Specific Implementation of Reflective Journals in Self-Regulating Academic Presentation Skills

Year 2021, Volume: 5 Issue: 9, 12 - 24, 09.04.2021

Seher Balbay

https://doi.org/10.31458/iejes.761278

Cited By: 1

Abstract

Reflection journal writing is recognized as an effective learning activity in facilitating learners’ self-regulative skills and abilities and their academic performance in the literature. It is evident that self-regulation is of vital importance in learning. Hence, this study aims to investigate self-reflective journal writing on university students’ self-regulation strategies in a scope of academic presentation and speaking course. An exploratory mixed-method research design was adopted. The participants were selected with convenience sampling method and included 94 undergraduate students studying at a prominent English-medium instruction public university. The data was collected through an online questionnaire, and students’ reflections on the ‘Reflection Journal’ task, which aimed to develop their awareness of the strategies that work for their own learning. Students were assigned to videotape their two main presentations during a required language course, and to keep a journal to reflect on certain points predetermined by the course instructor. The study aims to both investigate the perceptions of students about self-regulated learning in presenting, and the effectiveness of the journal task in promoting their learning. The findings indicated that the majority of students benefited from the task which helped them to reflect on their own micro-level presentation skills. This study concluded that reflective journal keeping could facilitate students’ self-regulation and learning performance when developing academic presentation skills.

Keywords

Self-regulated learning, Reflection Journal, academic presentation skills, self-regulation

References

• Al-Rawahi, N. M., & Al-Balushi, S. M. (2015). The effect of reflective science journal writing on students' self-regulated learning strategies. International Journal of Environmental and Science Education, 10(3), 367-379. DOI: 10.12973/ijese.2015.250a
• Alzubaidi, E., Aldridge, J. M., & Khine, M. S. (2014). Learning english as a second language at the university level in jordan: Motivation, self-regulation and learning environment perceptions. Learning Environments Research, 19(1), 133-152. doi:10.1007/s10984-014-9169-7
• Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6. https://doi.org/10.1016/j.iheduc.2008.10.005.
• Barnes, D. R. (1976). From communication to curriculum. Harmondsworth: Penguin Education.
• Bayraktaroglu, S. (April 27, 2017). Seminar on the report of british council on english language education in Turkey. Ankara, Turkey: Middle East Technical University.
• Borkowski J. & Thorpe, P. (1994). Life span perspective on underachievement in self-regulation of learning and performance. Dale Schunk & Barry Zimmerman (Eds.). NJ: Lawrence Erlbaum Associates.
• Bruner, J. S. (1986). The language of education. J.S. Bruner, Actual Minds, Possible Worlds (pp. 121-133). Cambridge, MA: Harvard University Press.
• Council of Europe (2001) Common european framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
• Çubukçu, F. (2009). Learner autonomy, self-regulation and metacognition. International Electronic Journal of Elementary Education, 2(1), 53-64.
• Deci, E. L. & Flaste, R. (1996). Why we do what we do: Understanding self-motivation. New York: Penguin.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
• Gleaves, A., Walker, C., & Grey, J. (2008). Using digital and paper diaries for assessment and learning purposes in higher education: A case of critical reflection or constrained compliance? Assessment & Evaluation in Higher Education, 33(3), 219-231. https://doi.org/10.1080/02602930701292761
• Lan, W. (2005). Self-monitoring and its relationship with educational level and task importance. Educational Psychology, 25(1), 109-127. https://doi.org/10.1080/0144341042000294921
• Kent, R. (1977) Room 109: The promise of a portfolio classroom. Portsmouth, NH: Boynton/Cook
• Lew, M. D., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529.
• Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning & Teaching, 1(1), 14-29. https://doi.org/10.2167/illt040.0
• Mak, P., & Wong, K. M. (2017). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49-61. doi:10.1093/elt/ccx012
• McCrindle, A. R., & Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167-185. https://doi.org/10.1016/0959-4752(95)00010-Z
• Moon, J. (1999) Learning journals: A handbook for academics, students and professional development. London: Kogan Page.
• Paris, S. G. & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (pp. 169-200). New York: Springer-Verlag.
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press.
• Rose, H., Briggs, J.G., Boggs J.A. Sergio, L., & Ivanova-Slavianskaia, N. (2017). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151-163.
• Scharle, A. & Szabó, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
• Schunk, D. H. & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Schunk, D. H, & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.
• Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S. B., Pickett, A. M., Wilde, J. & Tseng, C. H. (2013). Online learner self-regulation: Learning presence viewed through quantitative content-and social network analysis. The International Review of Research in Open and Distributed Learning, 14(3), 427-461. https://doi.org/10.19173/irrodl.v14i3.1466
• Thomas, N. & Rose, H. (2018). Do language learning strategies need to be self-directed? disentangling strategies from self- regulated learning. TESOL Quarterly 17(3), 489-491. doi:10.2307/3586262
• Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(3), 327-343. https://doi.org/10.1080/1462394042000270655
• Wang, H., Chen, H., Lin, H., & Hong, Z. (2016). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216. doi:10.1080/07294360.2016.1176999
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, research, and applications (pp. 13–39). California, USA: Academic Press.
• Zimmerman, B. J. & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.