Students' perceptions of the use of technological tools that facilitate self-regulated English language learning
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Publicado:
Mar 8, 2023
Palabras clave:
self-regulated learning; learning process; ICTs; virtual education; on-line platforms
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Resumen
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.
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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. https://doi.org/10.33262/concienciadigital.v6i1.4.1982
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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. https://doi.org/10.29252/ijree.3.2.115
Alqahtani, M. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 168-180. https://doi.org/10.22158/fet.v2n3p168
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. https://doi.org/10.29394/scientific.issn.2542-2987.2020.5.17.19.350-369
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. https://doi.org/10.17227/folios.49-9404
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. https://doi.org/10.17263/jlls.16954
Díaz, M., Guiacometto, J., & Cruz, A. (2018). Use of technological tools for foreign language teaching. Cultura, Educación Y Sociedad, 9(3), 741-748. https://doi.org/http://dx.doi.org/10.17981/cultedusoc.9.3.2018.87
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. https://doi.org/10.22201/iisue.24486167e.2017.157.58442
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. https://doi.org/10.23857/pc.v6i9.3109
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. https://journalbusinesses.com/index.php/revista/article/view/124/335
Gooding de Palacios, F. A. (2020). Approaches to second language learning: expectations for English language proficiency. Revista Científica Orbis Cógnita, 4(1), 20-38. https://doi.org/10.48204/j.orbis.v4n1a2
Hernandez, R. (2017). Impact of ICT in education: challenges and perspectives. Propósitos Y Representaciones, 5(1), 325-347. https://doi.org/http://dx.doi.org/10.20511/pyr2017.v5n1.149
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. http://portal.amelica.org/ameli/jatsRepo/226/2261046002/html/
Lion, C. (2019). The challenges and opportunities of embedding technologies in educational practices. Analysis of inspiring cases. https://www.buenosaires.iiep.unesco.org/sites/default/files/archivos/analisis_comparativos_-_carina_lion_05_09_2019.pdf
Luján Tubio, M. (2014). Computer-assisted language learning. Advantages and disadvantages. Panorama de Los Estudios Del Discurso En Colombia, 307-321. https://die.udistrital.edu.co/sites/default/files/doctorado_ud/publicaciones/aprendizaje_lenguas_asistido_por_computador.ventajas_y_desventajas.pdf
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. https://doi.org/10.25115/ejrep.v17i47.1904
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3is1.165
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. https://files.eric.ed.gov/fulltext/EJ1167208.pdf
Suárez, N., & Custodio, J. (2014). Evolution of information and communication technologies in the teaching-learning process. Revista Vínculos, 11(1), 209-220. https://doi.org/10.14483/2322939X.8028
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.
Alqahtani, M. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 168-180. https://doi.org/10.22158/fet.v2n3p168
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. https://doi.org/10.29394/scientific.issn.2542-2987.2020.5.17.19.350-369
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. https://doi.org/10.17227/folios.49-9404
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. https://doi.org/10.17263/jlls.16954
Díaz, M., Guiacometto, J., & Cruz, A. (2018). Use of technological tools for foreign language teaching. Cultura, Educación Y Sociedad, 9(3), 741-748. https://doi.org/http://dx.doi.org/10.17981/cultedusoc.9.3.2018.87
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. https://doi.org/10.22201/iisue.24486167e.2017.157.58442
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. https://doi.org/10.23857/pc.v6i9.3109
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. https://journalbusinesses.com/index.php/revista/article/view/124/335
Gooding de Palacios, F. A. (2020). Approaches to second language learning: expectations for English language proficiency. Revista Científica Orbis Cógnita, 4(1), 20-38. https://doi.org/10.48204/j.orbis.v4n1a2
Hernandez, R. (2017). Impact of ICT in education: challenges and perspectives. Propósitos Y Representaciones, 5(1), 325-347. https://doi.org/http://dx.doi.org/10.20511/pyr2017.v5n1.149
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. http://portal.amelica.org/ameli/jatsRepo/226/2261046002/html/
Lion, C. (2019). The challenges and opportunities of embedding technologies in educational practices. Analysis of inspiring cases. https://www.buenosaires.iiep.unesco.org/sites/default/files/archivos/analisis_comparativos_-_carina_lion_05_09_2019.pdf
Luján Tubio, M. (2014). Computer-assisted language learning. Advantages and disadvantages. Panorama de Los Estudios Del Discurso En Colombia, 307-321. https://die.udistrital.edu.co/sites/default/files/doctorado_ud/publicaciones/aprendizaje_lenguas_asistido_por_computador.ventajas_y_desventajas.pdf
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. https://doi.org/10.25115/ejrep.v17i47.1904
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3is1.165
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. https://files.eric.ed.gov/fulltext/EJ1167208.pdf
Suárez, N., & Custodio, J. (2014). Evolution of information and communication technologies in the teaching-learning process. Revista Vínculos, 11(1), 209-220. https://doi.org/10.14483/2322939X.8028
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.