TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Year 2024, , 52 - 66, 01.01.2024

Esra Karan Aynagoz , Burcu Unal

https://doi.org/10.17718/tojde.1186230

Abstract

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

Keywords

Self-regulated English learning, technology-based self-regulated learning, English self-efficacy

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