EFL Teachers’ Perspectives Towards Self-regulation in Language Learning

Year 2023, Volume: 12 Issue: 24, 152 - 183, 30.11.2023

Gülşah Yılmaz Seçil Tümen Akyıldız

Abstract

The learner-centered approach of self-regulated learning (SRL), long regarded as an effective approach in English as a Foreign Language (EFL), encompasses both cognitive and affective components. As the world changes rapidly, learners need to develop the skills and strategies they need to learn independently. SRL is therefore essential to prepare students for the challenges of 21st century life and the workplace by preparing them to become lifelong learners. Educators play a key role in promoting and nurturing SRL in their classrooms, since they are one of the most important stakeholders guiding students in the learning process. The beliefs of EFL teachers are crucial in this regard. In the context of EFL in Turkey, there are comparatively few studies on SRL. In order to better understand Turkish EFL teachers' attitudes on self-regulated learning, this study looked into their perspectives. The study is a qualitative research investigating the perspectives of Turkish EFL teachers towards SRL I language teaching.The participants of the the study consisted of 15 EFL teachers working at secondary schools in Elazığ. The findings of the study provided remarkable information about Turkish English teachers' beliefs and thoughts on SRL. The findings show that some SRL misconceptions and a lack of knowledge exist among EFL teachers. Additionally, it was discovered that their behaviors and beliefs weren't consistent. Finally, both facilitating and constraining factors affecting teachers’ belief about SRL were analysed in terms of context-level, teacher-level, student-level and parent-level. This study explored Turkish EFL teachers’ beliefs and thoughts on SRL and it will contribute to the field with its valuable results.

Keywords

Self-regulated learning, EFL, teachers’ perspectives.

References

• Akyüzlüer, F. (2014). Self-regulation skills of pre-service music teachers. Educational Research and Reviews, 9(17), 650.
• Andrade, M. S., & Bunker, E. L. (2009). A model for self‐regulated distance language learning. Distance Education, 30(1), 47-61.
• Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
• Berg, B. L. (2001). Qualitative research methods for social sciences. Boston: Allyn & Bacon.
• Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
• Boekaerts, M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457.
• Cavanagh, S. (1997). Content analysis: Concepts, methods and applications. Nurse Researcher, 4, 5–16.
• Cebesoy, U. B. (2013). Pre-Service Science Teachers' Perceptions of Self-Regulated Learning in Physics. Online Submission, 2(1), 4-18.
• Celık, N. & Gundogdu, K. (2020). Matematik öğretmen adaylarının öz düzenleme ve öz yeterlik algılarının incelenmesi. Uluslararası Bilim ve Eğitim Dergisi, 3 (2) , 101-118. Chen, C. M., Wang, J. Y., & Chen, Y. C. (2014). Facilitating English-language reading performance by a digital reading annotation system with self-regulated
• Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐ based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
• Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
• Corno, L. (1989). Self-regulated learning: A volitional analysis. Self-regulated learning and academic achievement: Theory, research, and practice, 111-141.
• Council of Europe (2001) Common European Framework of Reference for Languages: Learning teaching, assessment. Cambridge: Cambridge University Press.
• Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
• Creswell, J. W. (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage.
• Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The elementary school journal, 100(5), 473-490.
• Dignath-van Ewijk, C. (2016). Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion Self-regulation in EFL of self-regulated learning by means of teacher beliefs, knowledge, and selfefficacy. Frontline Learning Research, 4(5), 83-105.
• Dignath-van Ewijk, C., & van der Werf, G. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ selfregulation. Education Research International, 2012.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906–911.
• Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. Self-regulation of learning and performance: Issues and educational applications, 127153, 433-452.
• Geduld, B. (2017). Teachers’ perceptions of how they develop self-regulated learning. Perspectives in education. 35(1), 143-156.
• Gömleksiz, M. N., & Demiralp, D. (2012). Öğretmen adaylarının öz-düzenleyici öğrenme becerilerine ilişkin görüşlerinin çeşitli değişkenler açısından değerlendirilmesi. Gaziantep University Journal of Social Sciences, 11(3).
• Güneş, H. (2023). Self-regulated learning skills of pre-service English language teachers. European Journal of Education Studies, 10(2).
• Holec, H. (1979). Autonomy and Foreign Language Learning. Council of Europe. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Education Research Journal, 26(2), 160-189.
• Huberman, M. (1993). The Lives of Teachers. London: Cassell.
• Huh, Y., & Reigeluth, C. M. (2018). Online K-12 teachers’ perceptions and practices of supporting self-regulated learning. Journal of Educational Computing Research, 55(8), 1129-1153.
• Jackson, R.L., Drummond, D. K. & Camara, S. (2007) What is qualitative research? Qualitative Research Reports in Communication, 8, 1, 21-28.
• Johnston, P., Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 22
• Kaplan, A., & İpek, A. S. (2002). Matematik öğretmenliği adaylarının öğretmenlik mesleğine yönelik tutumlarının incelenmesi. Eğitim ve Bilim, 27(125), 69-73.
• Karacan, C. G., Yıldız, M., & Atay, D. (2022). The relationship between self-regulated learning and efl achievement in synchronous online language education. Mextesol Journal,46 (3).
• Kremer-Hayon, L. & Tillema, H. H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15(5), 507-522.
• Kuhl, J. (1984). Volitional Aspects of Achievement Motivation and Learned Helplessness: Toward a Comprehensive Theory of Action Control. In B. A. Maher (Ed.), Progress in Experimental Personality Research (Vol. 13, pp. 99-171). New York: Academic Press.
• Lau, K. L. (2013). Chinese language teachers' perception and implementation of self-regulated learning-based instruction. Teaching and Teacher Education, 31, 56-66.
• Le, V. N., Schaack, D. D., & Setodji, C. M. (2015). Identifying baseline and ceiling thresholds within the qualistar early learning quality rating and improvement system. Early childhood research quarterly, 30, 215-226.
• Lemke, C., Coughlin, E., Thadani, V., & Martin, C. (2003). enGauge 21st century skills: Literacy in the digital age. USA: North central regional educational laboratory.
• Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New directions for evaluation, (30), 73-84.
• Lombaerts, K., Engels, N., & Vanderfaeillie, J. (2007). Exploring teachers’ actions to promote self-regulated learning practices in primary school. The Educational and Developmental Psychologist, 24(2), 4-24.
• Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, selfregulated learning, and motivation contribute to academic achievement. Journal of educational psychology, 106(1), 121.
• Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
• McLoughlin, C., & Lee, M. J. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
• Mohamed, N. (2006). An exploratory study of the interplay between teachers' beliefs, instructional practices & professional development (Doctoral dissertation, University of Auckland).
• Moos, D. C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 2012.
• Muis, K. R., & Foy, M. J. (2010). The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 435–469). Cambridge University Press.
• Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27.
• Mullin, A. (2011). Teacher knowledge of cognition, self-regulated learning behaviors, instructional efficacy, and self-regulated learning instructional practices in high, moderate, and low ELA achieving and moderate need elementary schools. Dowling College.
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328
• Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41(3), 198-215.
• Oleinik, A. (2010). Mixing quantitative and qualitative content analysis: Triangulation at work. Quality & Quantity, 45, 859–873.
• Özdemir, A. & Önal, A. (2021). An investigation into pre-service teachers‟ self-regulated online learning perceptions. International Journal of Contemporary Educational Research, 8(2), 143-159.
• Özer, Ö. & Akçayoğlu, D. İ. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357-372.
• Paris, S. G., & Winograd, P. (2003). The role of self-regulated learning in contextual teaching: principals and practices for teacher preparation. office of educational research and improvement (ED).
• Paul, R., Fisher, A., & Nosich, G. (1993). Workshop on critical thinking strategies. Rohnert Park, CA: Sonoma State University, Foundation for Critical Thinking.
• Peeters, J., De Backer, F., Jacquet, W., Kindekens, A., & Lombaerts, K. (2013). Impact of teacher and school determinants on self-regulated learning practices in elementary education. In 2013 Annual Meeting of the American Educational Research Association (pp. 4-30).
• Perry, N. E., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers to support selfregulated learning. The elementary school journal, 106(3), 237-254.
• Perry, N. E., & VandeKamp, K. J. (2000). Creating classroom contexts that support young children's development of self-regulated learning. International Journal of Educational Research, 33(7-8), 821-843.
• Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
• Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. Annals of Child Development, 4, 89- 129.
• Randi, J. (2004). Teachers as self-regulated learners. Teachers' College Record, 106(9), 1825- 1853.
• Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
• Sanders, J.R. (1981). Case study methodology: A critique. In W.W. Welsh (ed.), Case study methodology in educational evaluation. Proceedings of the 1981 Minnesota Evaluation Conference. Minneapolis: Minnesota Research and Evaluation Center.
• Saraç, S., & Tarhan, B. (2020). Preschool teachers' promotion of self-regulated learning in the classroom and role of contextual and teacher-level factors. International Electronic Journal of Elementary Education, 13(2), 309-322.
• Schunk, D.H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359- 382.
• Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.
• Soliman, M. S. S., & Alenazi, M. M. (2017). Primary teachers’ beliefs and knowledge about self-regulated learning in the kingdom of Saudi Arabia. International Journal of Educational Sciences, 18(1-3), 1-15.
• Spruce, R. S. (2012). Teacher beliefs, knowledge, and practice of metacognition and selfregulated learning. Old Dominion University.
• Şeker, V. & Ader, E. (2018). Profiling mathematics teachers regarding factors affecting promotion of students’ metacognition . Boğaziçi Üniversitesi Eğitim Dergisi , 35 (1) , 51-70 .
• Thomas, V., Peeters, J., De Backer, F., & Lombaerts, K. (2022). Determinants of self-regulated learning practices in elementary education: a multilevel approach. Educational Studies, 48(1), 126-148.
• Tsai, C. C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International journal of science education, 24(8), 771-783.
• Tümen-Akyildiz, S., & Donmus-Kaya, V. (2021). Examining prospective teachers' metacognitive learning strategies and self-regulated online learning levels during COVID-19 pandemic. International Journal of Contemporary Educational Research, 8(4), 144-157.
• Usta, E. (2011). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. Turkish Online Journal of Educational Technology-TOJET, 10(3), 278-286.
• Vattøy, K. D. (2020). Teachers’ beliefs about feedback practice as related to student selfregulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation, 64, 100828.
• Wang, C.H., Shannon, D., & Ross, M. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323.
• Wang, W., & Zhan, J. (2020). The relationship between english language learner characteristics and online self-regulation: A structural equation modeling approach. Sustainability, 12(7), 3009.
• Weinstein, C. and Mayer, R. (1986) The teaching of learning strategies. In: Wittrock, M., Ed., Handbook of Research on Teaching, Macmillan, New York, 315-327.
• Wolters, C.A. (2010). Self-regulated learning and the 21st century competencies. Unpublished Doctorate Thesis, Department of Educational Psychology, University of Houston.
• Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577.
• Yüce, E. (2019). Self-regulated learning perceptions of foreign language learners: A crosssectional study. Novitas-ROYAL (Research on Youth and Language), 13(1), 36-46.
• Zembat, R., & Yilmaz, H. (2018). Examining the relationship between levels of teaching practices preschool teachers use to promote children’s self-regulated learning and their self-regulation levels. Educational Policy and Research, 521-529.
• Zheng, C., Liang, J. C., Li, M., & Tsai, C. C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76, 144-157.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41 (2), 64-70.
• Zimmerman, B.J. and Schunk, D.H. (2001) Self-Regulated learning and academic achievement: Theoretical perspectives. Lawrence Erlbaum Associates, Mahwah.
• Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.
• Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American educational research journal, 31(4), 845-862.