NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1077097
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1916-4742
The Application of Self-Regulated Strategies to Blended Learning
Ting, Kuang-yun; Chao, Mie-sheng
English Language Teaching, v6 n7 p26-32 2013
This study analyzes vocational college students' self-regulated strategies for blended learning. It investigates whether there are any differences in self-regulated learning strategies among students with gender and achievement variables. Twenty-two students at a vocational college in an EFL (English as a Foreign Language) context participated in the project; a structured questionnaire was used as the major research instrument and the TOEIC (Test of English for International Communication) English Test to categorize students' competence in English. In the four subcategories of self-regulated learning strategies, the results show that the students obtained their highest scores in metacognitive and the lowest in cognitive strategies. It was observed that: a) there was a correlation between the students' level of linguistic competence and their action control strategy; b) students with a high level of competence performed better than those with an intermediate one; c) gender was not reflected in any significant difference in any of the sub-categories but the statistic data revealed that male students had more confidence in cognitive and action control sub-categories than female students, this is potentially a field that needs further study.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of English for International Communication