The Effects of Digital Textbooks on College EFL Learners’ Self-Regulated Learning
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study explored the effects of digital English textbooks on college EFL learners’ self-regulated learning. To this end, 27 undergraduate and graduate students were recruited to undertake an intensive English program. They were asked to complete a self-regulated learning questionnaire before and after the treatment. The experimental group was exposed to digital textbooks, while the control group used print-based textbooks in English class. The students underwent eight different treatments based on the self-regulated learning approach. The study found that compared to the pre-intervention phase, both student groups—those who used the digital textbooks and those who used the paper textbooks— demonstrated increased self-regulated learning strategy use. This result confirms that when a self-regulated learning approach is applied to learning English, it helps to improve self-regulated learning skills. Furthermore, the study found an improvement in metacognitive strategy use in both groups, unlike the other two strategy types (cognitive strategies and resource management strategies). Last, regarding the metacognitive strategies, the digital textbook group showed a change in the monitoring activities, while the paper textbook group demonstrated a change in the planning and regulating activities. This study offers valuable insight into the development and implementation of digital textbooks, especially in foreign language education.
Abstract
This study explored the effects of digital English textbooks on college EFL learners’ self-regulated learning. To this end, 27 undergraduate and graduate students were recruited to undertake an intensive English program. They were asked to complete a self-regulated learning questionnaire before and after the treatment. The experimental group was exposed to digital textbooks, while the control group used print-based textbooks in English class. The students underwent eight different treatments based on the self-regulated learning approach. The study found that compared to the pre-intervention phase, both student groups—those who used the digital textbooks and those who used the paper textbooks— demonstrated increased self-regulated learning strategy use. This result confirms that when a self-regulated learning approach is applied to learning English, it helps to improve self-regulated learning skills. Furthermore, the study found an improvement in metacognitive strategy use in both groups, unlike the other two strategy types (cognitive strategies and resource management strategies). Last, regarding the metacognitive strategies, the digital textbook group showed a change in the monitoring activities, while the paper textbook group demonstrated a change in the planning and regulating activities. This study offers valuable insight into the development and implementation of digital textbooks, especially in foreign language education.
참고문헌 (34)
- Ainley, M., "Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities", Educational Psychology Review, 18, pp.267~286 (2006)
- Anstey, M., "Helping teachers to explore multimodal texts", Curriculum & Leadership Journal, 8(16) (2010)
- Beishuizen, J., "Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective", pp.3~10 (2011), Sense Publishers
- Boekaerts, M., "How far have we moved toward the integration of theory and practice in self-regulation?", Educational Psychology Review, 18, pp.199~210 (2006)
- Boekaerts, M., "Self-regulation in the classroom : A perspective on assessment and intervention", Applied Psychology : An International Review, 54, pp.199~231 (2005)
- Broadbent J, "Self-regulated learning strategies & academic achievement in online higher education learning environments : A systematic review", Internet and Higher Education, 27, pp.1~13 (2015)
- Brusilovsky, P., "Web-based instruction", pp.255~261 (1997), Educational Technology Publications
- Cazan, A. -M., "Self-regulated learning and academic achievement in the context of online learning environments", The International Scientific Conference eLearning and Software for Education, 3, pp.90~95 (2014)
- Chen, C.-M, "Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms", Educational Technology & Society, 17(1), pp.102~114 (2014)
- 정미경, "대학생용 자기조절학습 검사도구 개발", 교육평가연구, 18(3), pp.159~184 (2005), 한국교육평가학회
- Dignath, C., "Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level", Metacognition Learning, 3, pp.231~264 (2008)
- 한종임, "영어 디지털교과서 활용 학습 모형이 중학교 학습자의 영어 학습 및 태도에 미치는 영향", 멀티미디어 언어교육, 17(1), pp.132~158 (2014), 한국멀티미디어언어교육학회[DOI]
- Ho, S-M., "The development of a school-based model of self-regulated learning in Hong Kong secondary school classrooms", Asia Pacific Journal of Educational Development, 3(2), pp.25~36 (2014)
- İnan, B., "The relationship between self-regulated learning strategies and academic achievement in a Turkish EFL setting", Educational Research and Reviews, 8(17), pp.1544~1550 (2013)
- 2014 White Paper on ICT in Education Korea, "KERIS", Korea Education and Research Information Service, ~ (2014)
- Lau, K. L., "Possibilities and challenges of implementing self-regulatory instruction in Hong Kong Chinese language classes", Asia Pacific Journal of Educational Development, 3(2), pp.15~24 (2014)
- Loyens, S., "Self-directed learning in problem-based learning and its relationships with self-regulated learning", Educational Psychology Review, 20, pp.411~427 (2008)
- 박용효, "초·중·고등학생들의 자기주도학습 인식 변화의 연도별 추이 및 국가수준 영어 학업성취도와의 상관관계 분석", 영어교육연구, 25(3), pp.279~302 (2013), 팬코리아영어교육학회
- Pintrich, P. R., "A conceptual framework for assessing motivation and self-regulated learning in college students", Educational Psychology Review, 16, pp.385~407 (2004)
- Pintrich, P. R., "A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)" (1991), The Regents of The University of Michigan
- Prensky, M., "Digital natives, digital immigrants", On the Horizon, 9(5), pp.1~6 (2001)
- Prensky, M., "Digital natives, digital immigrants, Part II: Do they really think differently?", On the Horizon, 9(6), pp.1~9 (2001)
- Puzziferro, M., "Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses", American Journal of Distance Education, 22(2), pp.72~89 (2008)
- Railean, E., "Psychological and pedagogical considerations in digital textbook use and development" (2015), IGI Global
- Richardson, M., "Psychological correlates of university students’academic performance. A systematic review and meta-analysis", Psychological Bulletin, 138, pp.353~387 (2012)
- Rockinson-Szapkiw, A. J., "Electronic versus print textbooks : The influence of textbook format on university students’ self-regulated learning strategies, motivation, and text anxiety", American Journal of Distance Education, 27(3), pp.179~188 (2013)
- Shin, S. K., "Research methods in foreign language education" (2014), Hankookmunhwasa
- Thomas, M., "Deconstructing digital natives: Young people, technology, and the new literacies" (2011), Routledge
- Wang, C. H., "Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning", Distance Education, 34(3), pp.302~323 (2013)
- Winne, P. H., "Metacognition in educational theory and practice", pp.277~304 (1998), Lawrence Erlbaum
- Winne, P. H., "Handbook of self-regulation", pp.531~566 (2000), Academic Press
- Yukselturk, E., "Predictors for student success in an online course", Educational Technology & Society, 10(2), pp.71~83 (2007)
- Zimmerman, B. J., "A social cognitive view of self-regulated academic learning", Journal of Educational Psychology, 81, pp.329~339 (1989)
- Zimmerman, B. J., "Investigation self-regulation and motivation : Historical background, methodological developments, and future prospects", American Educational Research Journal, 45(1), pp.166~183 (2008)