Students' perceptions of the use of technological tools that facilitate self-regulated English language learning

Contenido principal del artículo

Sarah Jacqueline Iza Pazmiño
Verónica Elizabeth Chicaiza Redin
Edgar Guadia Encalada Trujillo
Cristina del Rocío Jordan Buenaño


This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.


La descarga de datos todavía no está disponible.

Detalles del artículo

Cómo citar
Iza Pazmiño, S. J., Chicaiza Redin, V. E., Encalada Trujillo , E. G., & Jordan Buenaño, C. del R. (2023). Students’ perceptions of the use of technological tools that facilitate self-regulated English language learning. ConcienciaDigital, 6(1.4), 6-19.


Ahmadi, M. (2018). The use of technology in English language learning: a literature review. International Journal of Research in English Education, 3(2), 115-125.
Alqahtani, M. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 168-180.
Andrade Parra, S. Y., Tapia Tapia, M. J., & Tituana Vásquez, F. del C. (2020). Learning through the use of technological tools in inclusive education and the strengthening of teaching. Scientific Journal, 5(17), 350-369.
Arias Soto, L. D., & González Gutiérrez, Y. A. (2018). Digital literacy and basic self-regulation habits in early childhood learning of English as a foreign language. Folios, 49, 177-196.
Çelik, S., Arkin, E., & Sabriler, D. (2012). EFL learners' use of ICT for self-regulated learning. Journal of Language and Linguistic Studies, 8(2), 98-118.
Díaz, M., Guiacometto, J., & Cruz, A. (2018). Use of technological tools for foreign language teaching. Cultura, Educación Y Sociedad, 9(3), 741-748.
Díaz Mujica, A., Pérez Villalobos, M. V., González Pineda, J. A., & Núnez Pérez, J. C. (2017). Impact of a self-regulated learning training in university students. Perfiles Educativos, 39(157), 87-104.
Escobar Murillo, M., Barragán Murillo, R., Yánez Valle, V., & Taco Sangucho, N. (2021). Technology as a combined tool for teaching English. Revista Polo Del Conocimiento, 6(9), 1270-1284.
Flores Rivas, V. R., & Marquez Alvarez, G. L. (2020). Learning achievement, technological tools and self-regulation of learning in times of Covid 19. Journal of Business and Entrepreneurial Studies, 4(3), 102-109.
Gooding de Palacios, F. A. (2020). Approaches to second language learning: expectations for English language proficiency. Revista Científica Orbis Cógnita, 4(1), 20-38.
Hernandez, R. (2017). Impact of ICT in education: challenges and perspectives. Propósitos Y Representaciones, 5(1), 325-347.
Jiménez Julio, A. (2018). The use of ICT in English language teaching: the case of the School of English, University of Panama. Acción Y Reflexión Educativa Revista, 43, 22-43.
Lion, C. (2019). The challenges and opportunities of embedding technologies in educational practices. Analysis of inspiring cases.
Luján Tubio, M. (2014). Computer-assisted language learning. Advantages and disadvantages. Panorama de Los Estudios Del Discurso En Colombia, 307-321.
Martínez Moreno, P., Vergara Camacho, J., & Mitzu Itzel, K. (2019). Use of ICTs in English language learning. Electronic Journal of Research in Education Psychology, 17(47), 27-54.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Şahin, A., & Savran, Z. (2016). Self-regulated learning in the digital age: an EFL perspective. Novitas Royas Research on Youth and Language, 10(2), 147-158.
Suárez, N., & Custodio, J. (2014). Evolution of information and communication technologies in the teaching-learning process. Revista Vínculos, 11(1), 209-220.
Supriyono, Y., Saukah, A., Latief, M. A., Widiati, U., & Suryati, N. (2020). EFL learners' self-regulated learning in a technology-mediated language learning setting. International Journal of Innovation, Creativity and Change, 10(10), 270-285.

Artículos más leídos del mismo autor/a