Self-regulated Learning and Digital Behavior in University Students in an Online L2 Learning Environment
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The current study examines the digital behaviors of 124 university students enrolled in a blended learning class in Korea. The students were divided into two groups (upper and lower) based on their scores on a self-regulated learning questionnaire. Their digital behaviors were compared across four areas: (a) task completion scores; (b) strategy use; (c) the days on which tasks were completed; and (d) learning gains. The results revealed a significant difference in task completion scores between the upper and lower groups. However, no meaningful difference was observed in strategy use between the two groups. Students in the upper group were more proactive in completing videos, homework, and TOEIC tests, often finishing these tasks ahead of deadlines. In contrast, students in the lower group tended to complete their assignments on the due date. Finally, there were no significant differences in learning gains between the two groups. These findings may inform the design and management of online L2 learning programs.
Abstract
The current study examines the digital behaviors of 124 university students enrolled in a blended learning class in Korea. The students were divided into two groups (upper and lower) based on their scores on a self-regulated learning questionnaire. Their digital behaviors were compared across four areas: (a) task completion scores; (b) strategy use; (c) the days on which tasks were completed; and (d) learning gains. The results revealed a significant difference in task completion scores between the upper and lower groups. However, no meaningful difference was observed in strategy use between the two groups. Students in the upper group were more proactive in completing videos, homework, and TOEIC tests, often finishing these tasks ahead of deadlines. In contrast, students in the lower group tended to complete their assignments on the due date. Finally, there were no significant differences in learning gains between the two groups. These findings may inform the design and management of online L2 learning programs.
참고문헌 (31)
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