Examining the relationship between English language learners' online self-regulation and their self-efficacy

Australasian Journal of Educational Technology

Volumn 34, Issue 3, 2018, Pages 105-121

  Su, You ^a,b   Zheng, Chunping ^a   Liang, Jyh Chong ^c   Tsai, Chin Chung ^c  

^a BEIJING UNIVERSITY OF POSTS AND TELECOMMUNICATIONS   (China)

^b BEIJING NORMAL UNIVERSITY   (China)

^c NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85050177196     PISSN: None     EISSN: 14495554     Source Type: Journal    
DOI: 10.14742/ajet.3548     Document Type: Article

References (80)

1. Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1-10. http://dx.doi.org/10.1016/j.system.2016.05.001
2. Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260-270. http://dx.doi.org/10.1111/j.1365-2729.2007.00258.x
3. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535. http://dx.doi.org/10.1037/0022-0663.96.3.523
4. Bai, R., Hu, G., & Gu, P. Y. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23(3), 355-365. http://dx.doi.org/10.1007/s40299-013-0110-0
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman
7. Bandura, A., & Schunk, D.H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. http://dx.doi.org/10.1037/0022-3514.41.3.586
8. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. Internet & Higher Education, 12(1), 1-6. http://dx.doi.org/10.1016/j.iheduc.2008.10.005
9. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum
10. Bodnar, S., Cucchiarini, C., Strik, H., & Hout, R. V. (2016). Evaluating the motivational impact of CALL systems: Current practices and future directions. Computer Assisted Language Learning, 29(1), 1-27. http://dx.doi.org/10.1080/09588221.2014.927365
11. Boekaerts, M., Pintrich, P. R., & Zeider, M. (2005). Handbook of self-regulation. San Diego, CA: Academic Press
12. Bown, J. (2006). Locus of learning and affective strategy use: Two factors affecting success in self-instructed language learning. Foreign Language Annals, 39(4), 640-659. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02281.x
13. Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185-216. http://dx.doi.org/10.1177/135910457000100301
14. Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5-31. http://dx.doi.org/10.1177/0265532209346370
15. Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Newbury Park, CA: Sage
16. Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitude and behaviors. Evaluation and Research in Education, 16(1), 1-18. http://dx.doi.org/10.1080/09500790208667003
17. Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction-an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230. http://dx.doi.org/10.1080/09588220500178939
18. Chen, M. C., & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Perceptual & Motor Skills, 109 (2), 420-430. http://dx.doi.org/10.2466/PMS.109.2.420-430
19. Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235-262. http://dx.doi.org/10.1177/1362168807086293
20. Ching, L. C. (2002). Strategy and self-regulation instruction as contributors to improving students' cognitive model in an ESL program. English for Specific Purposes, 21(3), 261-289. http://dx.doi.org/10.1016/S0889-4906(01)00008-4
21. Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. http://dx.doi.org/10.1080/01587919.2013.835770
22. Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22. Retrieved from http://www.jstor.org/stable/1176169
23. Cumming, A. (1986). Intentional learning as a principle for ESL writing instruction: A case study. TESL Canada Journal, 3(special issue), 69-83. http://dx.doi.org/10.18806/tesl.v3i0.995
24. Cumming, A. (2006). Introduction, purpose, and conceptual foundations. In A. Cumming (Ed.), Goals for academic writing: ESL students and their instructors (pp. 1-17). Amsterdam: John Benjamins
25. Cumming, A., Busch, M., & Zhou, A. (2002). Investigating learners' goals in the context of adult second-language writing. In S. Ransdell & M. Barbier (Eds.), New directions for research in L2 (pp. 189-208). Dordrecht: Kluwer
26. Dolosic, H. N., Brantmeier, C., Strube, M., & Hogrebe, M. C. (2016). Living language: Self-assessment, oral production, and domestic immersion. Foreign Language Annals, 49(2), 1-15. http://dx.doi.org/10.1111/flan.12191
27. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in L2 acquisition. Mahwah, NJ: Lawrence Erlbaum Associates
28. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge
29. Dörnyei, Z., & Tseng, W. T. (2009). Motivational processing in interactional tasks. In A. Macky & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117-134). London: Routledge
30. Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68-84. http://dx.doi.org/10.1080/09571736.2011.625096
31. Haddad, S. I., & Taleb, R. A. (2016). The impact of self-efficacy on performance (an empirical study on business faculty members in Jordanian universities). Computers in Human Behavior, 55, 877-887. http://dx.doi.org/10.1016/j.chb.2015.10.032
32. Hamedani, S. H. H. (2013). The relationship between self-efficacy and self-regulation in vocabulary acquisition of Iranian EFL learners. Journal of Academic and Applied Studies, 3(1), 20-31. Retrieved from https://pdfs.semanticscholar.org/cae0/5fe49ea93e5b510548f8c1fdefa9fd649e57.pdf
33. Hartmann, E. (2012). A scale to measure teachers' self-efficacy in deaf-blindness education. Journal of Visual Impairment & Blindness, 106(11), 728-738. Retrieved from ERIC database. (EJ996228)
34. Henderson, M., Huang, H., Grant, S., & Henderson, L. (2012). The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs. Australasian Journal of Educational Technology, 28(3), 400-419. http://dx.doi.org/10.14742/ajet.842
35. Hilden, K. R., & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading and Writing Quarterly, 23(1), 51-75. http://dx.doi.org/10.1080/10573560600837651
36. Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning & Individual Differences, 38, 136-142. http://dx.doi.org/10.1016/j.lindif.2015.01.016
37. Kissau, S. (2012). Perceptions of self-efficacy for two types of second language methods instruction. Computer Assisted Language Learning, 25(4), 1-23. http://dx.doi.org/10.1080/09588221.2011.587436
38. Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169-187. http://dx.doi.org/10.1017/s0958344012000055
39. Kormos, J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299. http://dx.doi.org/10.1002/tesq.129
40. Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. http://dx.doi.org/10.1080/09588221.2011.568417
41. Lee, S. W.-Y., & Tsai, C.-C. (2011). Students' perceptions of collaboration, self-regulated learning, and information seeking in the context of internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905-914. http://dx.doi.org/10.1016/j.chb.2010.11.016
42. Léger, D. D. S. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158-178. http://dx.doi.org/10.1111/j.1944-9720.2009.01013.x
43. Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162. Retrieved from https://www.asian-efl-journal.com/771/quarterly-journal/2010/06
44. Littlewood, W. (1999). Defining and developing autonomy in east Asian contexts. Applied Linguistics, 20(1), 71-94. http://dx.doi.org/10.1093/applin/20.1.71
45. Long, Y. (2012). Analysis of the design concept and function module of foreign languages autonomous learning system-NPELS as an example. Modern Educational Technology, 22(7), 44-48. http://dx.doi.org/10.3969/j.issn.1009-8097.2012.07.009
46. Luoma, S., & Tarnanen, M. (2003). Creating a self-rating instrument for second language writing: From idea to implementation. Language Testing, 20(4), 440-465. http://dx.doi.org/10.1191/0265532203lt267oa
47. Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352. http://dx.doi.org/10.1016/j.system.2007.01.003
48. Maurer, T. J., & Andrews, K. D. (2000). Traditional, Likert, and simplified measures of self-efficacy. Educational and Psychological Measurement, 60(6), 965-973. http://dx.doi.org/10.1177/00131640021970899
49. Maurer, T. J., & Pierce, H. R. (1998). A comparison of Likert scale and traditional measures of self-efficacy. Journal of Applied Psychology, 83(2), 324-329. http://dx.doi.org/10.1037/0021-9010.83.2.324
50. McLoughlin, C., & Lee, M. J. W. (2010). Personalized and self-regulated learning in the web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. http://dx.doi.org/10.14742/ajet.1100
51. Miksza, P. (2015). The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. Psychology of Music, 43(2), 219-243. http://dx.doi.org/10.1177/0305735613500832
52. Ministry of Education. (2007). College English curriculum requirements. Beijing: Foreign Language Teaching and Research Press
53. Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85. http://dx.doi.org/10.1111/0023-8333.00111
54. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. http://dx.doi.org/10.3102/00346543066004543
55. Schunk, D. H. (1990). Goal-setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86. http://dx.doi.org/10.1207/s15326985ep2501_6
56. Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281-303). New York, NY: Plenum Press
57. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. http://dx.doi.org/ 10.1080/10573560308219
58. Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum
59. Tsai, C.-W., Shen, P.-D., & Fan, Y.-T. (2013). Research trends in self-regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012. British Journal of Educational Technology, 44(5), E107-E110. http://dx.doi.org/10.1111/bjet.12017
60. Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102. http://dx.doi.org/10.1093/applin/ami046
61. Tseng, S.-C., Liang, J.-C., & Tsai, C.-C. (2014). Students' self-regulated learning, online information evaluative standards and online academic searching strategies. Australasian Journal of Educational Technology, 30(1), 106-121. http://dx.doi.org/10.14742/ajet.242
62. Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom (pp. 93-129). Dublin: Authentik
63. Ushioda, E. (2006). Motivation, autonomy and sociocultural theory. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language learning and teaching (pp. 5-24). Dublin: Authentik
64. Wang, C., Kim, D.-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24-33. http://dx.doi.org/10.1016/j.system.2014.01.015
65. Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173-191. http://dx.doi.org/10.5539/jedp.v3n1p173
66. Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). LASSI: Learning and study strategies inventory. Clearwater, FL: H. & H. Publishing
67. Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444. http://dx.doi.org/10.1007/s10648-008-9080-9
68. Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522. http://dx.doi.org/10.1016/j.system.2011.10.017
69. Wu, E., & Yang, S. C. (2016). Examining the impact of online labeling on tutoring behavior and its effect on the English learning and motivation of low-achieving university students. Computer Assisted Language Learning, 29(2), 316-333. http://dx.doi.org/10.1080/09588221.2014.941370
70. You, C., & Dornyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495-519. http://dx.doi.org/10.1093/applin/amu046
71. Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71-83. Retrieved from http://www.jstor.org/stable/jeductechsoci.10.2.71
72. Yusuf, M. (2011). Investigating relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate students: A study of integrated motivational models. Procedia-Social and Behavioral Sciences, 15, 2614-2617. http://dx.doi.org/10.1016/j.sbspro.2011.04.156
73. Zheng, C., Liang, J.-C., Yang, Y.-F., & Tsai, C.-C. (2016). The relationship between Chinese university students' conceptions of language learning and their online self-regulation. System, 57, 66-78. http://dx.doi.org/10.1016/j.system.2016.01.005
74. Zheng, C., Lu, H., & Wang, H. (2015). The design and application of an online teaching and formative assessment system for an EFL course in China. Modern Educational Technology, 25(1), 72-78. http://dx.doi.org/10.3969/j.issn.1009-8097.2015.01.011
75. Zheng, C., Su, Y., & Lian, J. (2014). Developing an online formative assessment system for a Chinese EFL course. In Y. T. Wu, T. Supnithi, T. Kojiri, C. C. Liu, H. Ogata, S. C, Kong, & A. Kashihara. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 532-535). Nara: Asia-Pacific Society for Computers in Education
76. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. http://dx.doi.org/10.3102/0002831207312909
77. Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155. http://dx.doi.org/10.1016/j.cedpsych.2014.03.004
78. Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 185-207). Hillsdale, NJ: Erlbaum
79. Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101. http://dx.doi.org/10.1006/ceps.1997.0919
80. Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-15). New York, NY: Routledge Press