Teknoloji Destekli Öz-Düzenlemeli̇ Dil Öğrenimi: Sistematik Bir İnceleme

Yıl 2024, , 461 - 480, 31.08.2024

Ceyda Yalçın

https://doi.org/10.17679/inuefd.1396935

Öz

Bu çalışmada, teknoloji destekli öz-düzenlemeli dil öğrenimine yönelik 2011-2022 yılları arasında yapılan araştırmalar konu ve odak noktaları, uygulanan yöntemler ve araştırma sonuçları kapsamında incelenmiştir. Bu bağlamda 30 çalışma ele alınmıştır. Çok sayıda özgün çalışmanın bulguları sistematik derleme kullanılarak sentezlenmiş ve birleştirilmiştir. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Bu yöntemle veriler temalar halinde kategorize edilerek kodlanmıştır. Sonuçlar, öz-düzememeli dil öğreniminde teknoloji kullanımının duyuşsal, dilsel, üst bilişsel, bilişsel ve sosyokültürel alanlarda öğrencilerin dil öğrenimini geliştirdiğini ve kolaylaştırdığını ortaya koymuştur. Çalışmalar tematik olarak en fazla duyuşsal ve dilsel alanlara odaklanmıştır. Yöntem olarak çalışmalarda nicel ve karma yöntemler ağırlıklı olarak kullanılmıştır. Bulgular, duyuşsal açıdan teknoloji kullanımının öğrenenlerin öz-düzenlemeli dil öğrenimine yönelik tutum, motivasyon ve algılarını olumlu etkilediğini göstermiştir. Dilsel açıdan öğrenenlerin dil becerileri gelişmiş ve dil öğrenme çıktıları olumlu yönde ilerlemiştir. Üst bilişsel açıdan, öğrencilerin kendi öğrenmelerini planlama becerileri artmıştır. Sosyokültürel anlamda işbirliği içinde öğrenmenin, öz-düzenlemeli dil öğrenmeyi geliştirdiği saptanmıştır. Bilişsel açıdan bilişsel stratejiler kullanmanın, teknoloji destekli öz-düzenlemeli dil öğrenimini desteklediği tespit edilmiştir. Çalışma sonunda eğitimcilere dil öğreniminde teknoloji kullanımı ve öz-düzenlemeli öğrenme konusunda daha çok uygulamalı çalışmalar yapmaları hususunda önerilerde bulunulmuştur.

Anahtar Kelimeler

Teknoloji, öz-düzenlemeli dil öğrenimi, sistematik inceleme.

Technology-Supported Self-Regulated Language Learning: A Systematic Review

Öz

In this study, studies on technology-supported self-regulated language learning conducted between 2011 and 2022 are examined in terms of subject and focus points, applied techniques, and research findings. Thirty studies are addressed in this context. The findings of numerous original studies are synthesized and merged by using systematic review. The content analysis method was used to analyze the data. With this method, the data were coded by categorizing them into themes. The findings demonstrated that using technology in self-regulated language learning improves and promotes students' language learning in affective, linguistic, metacognitive, cognitive, and sociocultural areas. Thematically, studies focused mostly on affective and linguistic aspects. The research primarily used quantitative and mixed approaches as methodology. The findings revealed that, from an affective standpoint, the use of technology favorably influences learners' attitudes, motivation, and perceptions toward self-regulated language learning. Linguistically learners' language skills improved and language-learning outcomes progressed positively. In metacognitive terms, students' ability to plan their own learning increased. It is determined that learning cooperatively in the sociocultural sense improves self-regulated language learning. In terms of cognition, using cognitive strategies is found to support technology-supported self-regulated language learning. The study ends with some implications for doing more practical studies on the use of technology in self-regulated language learning.

Anahtar Kelimeler

Technology, self-regulated language learning, systematic review

Kaynakça

• Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students' attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1-17. http://www.iier.org.au/iier28/abadikhah.pdf
• Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. https://doi.org/10.1598/RT.61.5.1
• Akpınar, A., Hacısalihoğlu, H., & Mirasyedioğlu, Ş. (2004). Matematik öğretimi: Matematikte işbirliğine dayalı yapılandırmacı öğrenme ve öğretme. Asil Yayın Dağıtım.
• An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11, 1-14. https://doi.org/10.3389/fpsyg.2020.558466
• Arıkan, R. (2018). Anket yöntemi üzerinde bir değerlendirme. Haliç Üniversitesi Sosyal Bilimler Dergisi, 1(1), 97-159. https://dergipark.org.tr/en/pub/husbd/issue/39647/452737
• Aslan, A. (2018). Sistematik derleme ve meta-analizi. Acta Medica Alanya, 2(2), 62-63.
• Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412. https://doi.org/10.1007/s11251-005-1273-8
• Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56, 45-72. https://doi.org/10.1007/s11423-007-9067-0
• Bai, B., & Guo, W. (2019). Motivation and self-regulated strategy use: relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 1–22. https://doi.org/10.1177/1362168819859921
• Bai, B., Wang, J., & Zhou, H. (2021). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 35(9), 2265-2290. https://doi.org/10.1080/09588221.2020.1871030
• Banyard, P., Underwood, J., & Twiner, A. (2006). Do enhanced communication technologies inhibit or facilitate self‐regulated learning? European Journal of Education, 41, (3/4), 473-489. https://doi.org/10.1111/j.1465-3435.2006.00277.x
• Bland, L. S. (2005). The effects of a self-reflective learning process on student art performance [Unpublished doctoral dissertation]. The Florida State University.
• Booth, A., Sutton, A., & Papaioannou, D. (2016) Systematic approaches to a successful literature review. Sage.
• Camahalan, F. M. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205. https://eric.ed.gov/?id=EJ764668
• Carneiro, R., Steffens, K. & Underwood, J. (2005). Self-regulated Learning in Technology-enhanced Learning Environments. Proceedings of the TACONET Conference, Lisbon, 23 September 2005. Aachen: Shaker.
• Chang, M. M. (2007). Enhancing web‐based language learning through self‐monitoring. Journal of Computer Assisted Learning, 23(3), 187-196. https://doi.org/10.1111/j.1365-2729.2006.00203.x
• Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary-learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. https://doi.org/10.1080/09588221.2018.1485708
• Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103910. https://doi.org/10.1016/j.compedu.2020.103910
• Chien, C. W. (2019). Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching, 13(1), 1-16. https://doi.org/10.1080/17501229.2016.1264076
• Chung, M. K. (2000). The development of self-regulated learning. Asia Pacific Education Review, 1, 55-66. https://doi.org/10.1007/BF03026146
• Çelik, S., Arkin, E., & Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8(2), 98-118. http://www.jlls.org/vol8no2/98-118.pdf
• Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
• Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
• Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and self-regulation: a mixed methods study. Journal of Research in Applied Linguistics, 10(2), 159-181. https://doi.org/10.22055/rals.2019.14722
• Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. https://doi.org/10.1002/j.2168-9830.2005.tb00829.x
• García Botero, G., Botero- Restrepo, M. A., Zhu, C., & Questier, F. (2019). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference? Computer Assisted Language Learning, 34(8), 1013-1039. https://doi.org/10.1080/09588221.2019.1650780
• Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54(1), 230-243. https://doi.org/10.1016/j.compedu.2009.08.006
• Hadwin, A. F., Oshige, M., Gres, C. L. Z., & Winne, P. H. (2010). Innovative ways for using Study to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805. https://doi.org/10.1016/j.chb.2007.06.007
• Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulation of the use of digital resources in an online language learning course improves learning outcomes. Distance Education, 39(4), 528-547. https://doi.org/10.1080/01587919.2018.1520044
• Hong, J. C., Hwang, M. Y., Tai, K. H., & Lin, P. H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress. Computer Assisted Language Learning, 30(6), 552-574. https://doi.org/10.1080/09588221.2017.1329215
• Hu, H., & Gramling, J. (2009). Learning strategies for success in a web-based course: A descriptive exploration. Quarterly Review of Distance Education, 10(2), 123-134. http://itecideas.pbworks.com/f/44895674.pdf
• Huang, R. T., & Yu, C. L. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model. Australasian Journal of Educational Technology, 35(3), 118-131. https://doi.org/10.14742/ajet.4188
• 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), 1-14. https://files.eric.ed.gov/fulltext/EJ1364985.pdf
• Kartal, G. (2020). An analysis of using technology in language learning in three flagship journals. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (53), 515-532. https:// doi.org/10.21764/maeuefd.645551 Kızıl, A. Ş., & Savran, Z. (2016). Self-regulated learning in the digital age: An EFL perspective. Novitas-ROYAL (Research on Youth and Language), 10(2), 147-158. https://files.eric.ed.gov/fulltext/EJ1167208.pdf
• Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-231. https://doi.org/10.3200/JOER.99.4.218-231
• Lai, C., & Gu, M. Y. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. https://doi.org/10.1080/09588221.2011.568417
• Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning & Technology, 17(2), 100-122. http://dx.doi.org/10125/44326
• Lai, C. (2015). Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. Computers & Education, 82, 74-83. https://doi.org/10.1016/j.compedu.2014.11.005
• Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60. https://doi.org/10.1080/09588221.2014.889714
• Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
• Lee, S. W. Y., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905-914. https://doi.org/10.1016/j.chb.2010.11.016
• Lee, S. M. (2022). A systematic review of context-aware technology use in foreign language learning. Computer Assisted Language Learning, 35(3), 294-318. https://doi.org/10.1080/09588221.2019.1688836
• Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as foreign language learners’ vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872922
• Lenne, D., Abel, M. H., Trigano, P., & Leblanc, A. (2008). Self‐regulated learning in technology enhanced learning environments: an investigation with university students. Technology, Pedagogy and Education, 17(3), 171-181. https://doi.org/10.1080/14759390802383751
• Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the relationship between self-regulated vocabulary learning and web-based collaboration. Journal of Educational Technology & Society, 17(4), 404-419. https://www.jstor.org/stable/jeductechsoci.17.4.404
• Luu, V. T., Lian, A. P., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-Electronic Journal, 22(1), 246-263. http://callej.org/journal/22-1/Luu-Lian-Siriyothin2021.pdf
• Miltiadou, M. & Savenye, W. C. (2003). Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. AACE Review (formerly AACE Journal), 11(1), 78-95. https://www.learntechlib.org/primary/p/17795/
• Mischel, W., Shoda, Y, & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687 -696. https://doi.org/10.1037/0022-3514.54.4.687
• Mohammadzadeh, A., & Sarkhosh, M. (2018). The Effects of self-regulatory learning through computer-assisted intelligent tutoring system on the improvement of EFL learner' speaking ability. International Journal of Instruction, 11(2), 167-184. https://doi.org/10.12973/iji.2018.11212a
• Mun, Y. Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-computer Studies, 59(4), 431-449. https://doi.org/10.1016/S1071-5819(03)00114-9
• Naseri, S., & Motallebzadeh, K. (2016). Podcasts: a factor to improve Iranian EFL learner' self-regulation ability and use of technology. Journal of Educational Technology & Society, 19(2), 328-339. https://www.jstor.org/stable/jeductechsoci.19.2.328
• Petticrew, M., & Roberts, H. (2006). Exploring heterogeneity and publication bias. Systematic reviews in the social sciences: a practical guide (pp. 215-246). Blackwell Publishing. https://doi.org/10.1002/9780470754887
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451−502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
• Qiao, S., Chu, S. K. W., Shen, X., & Yeung, S. S. S. (2022). The impact of an online-gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial. Journal of Computer Assisted Learning, (38), 1379-1393. https://doi.org/10.1111/jcal.1268
• Rahimi, M., & Fathi, J. (2022). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study. Computer Assisted Language Learning, 35(9), 2627-2674. https://doi.org/10.1080/09588221.2021.1888753
• Robillos, R. J. (2021). Learners' writing skill and self-regulation of learning awareness using computer-assisted argument mapping (CAAM). Teaching English with Technology, 21(4), 76-93. https://files.eric.ed.gov/fulltext/EJ1324017.pdf
• Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39-56. https://doi.org/10.1111/0026-7902.00096
• Schloemer, P., & Brenan, K. (2006). From students to learners: Developing self-regulated learning. Journal of Education for Business, 82(2), 81-87. https://doi.org/10.3200/JOEB.82.2.81-87
• Schwienhorst, K. (2002). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209. https://doi.org/10.1177/1046878102332008 Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/1362168815578550
• Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
• Shih, K.-P., Chen, H.-C., Chang, C.-Y., & Kao, T.-C. (2010). The Development and implementation of scaffolding-based self-regulated learning system for e/m-learning. Educational Technology & Society, 13(1), 80-93. https://www.jstor.org/stable/jeductechsoci.13.1.80
• Sinclair, B. (2000). Learner autonomy: The next phase? In: B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4–14). Longman.
• Steffens, K. (2008). Technology enhanced learning environments for self‐regulated learning: a framework for research. Technology, Pedagogy and Education, 17(3), 221-232. https://doi.org/10.1080/14759390802383827 Su, Y., Zheng, C., Liang, J. C., & Tsai, C. C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105-121. https://doi.org/10.14742/ajet.3548
• Supriyono, Y., Saukahb, A., Latiefc, M. A., Widiatid, U., & Suryatie, 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. https://www.ijicc.net/images/vol10iss10/101021_Supriyono_2020_E_R.pdf
• Umamah, A., & Cahyono, B. Y. (2022). EFL university students’ use of online resources to facilitate self-regulated writing. Computer Assisted Language Learning, 23(1), 108-124. http://www.callej.org/journal/23-1/Umamah-Cahyono2022.pdf
• Urbina, S., Villatoro, S., & Salinas, J. (2021). Self-regulated learning and technology-enhanced learning environments in higher education: A scoping review. Sustainability, 13(13), 7281. https://doi.org/10.3390/su13137281
• Wandler, J. B., & Imbriale, W. J. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning, 21(2), 1-16. http://dx.doi.org/10.24059/olj.v21i2.881
• Wang, H. C., & Chen, C. W. Y. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333-346. https://doi.org/10.1080/17501229.2019.1607356
• Watts, M., & Lloyd, C. (2001). Evaluating a classroom multimedia programme in the teaching of literacy. Educational Research and Evaluation 7(1), 35–52. https://doi.org/10.1076/edre.7.1.35.6929
• Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
• Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence. Implications of theoretical models for assessment methods. Journal of Psychology, 216(2), 102-110. https://doi.org/10.1027/0044-3409.216.2.102
• Yang, Y. C. (2006). Effects of embedded strategies on promoting the use of self-regulated learning strategies in an online learning environment. Journal of Educational Technology Systems, 34(3), 257-269. https://doi.org/10.2190/9472-TU0X-1M7J-3Y8Q
• Yigzaw, A., & Fentie, A. (2013). The impact of students’ self-regulated language learning on their reading achievement in Ethiopian high schools: Grade 9 in focus. Journal of Media and Communication Studies, 5(5), 44-51. https://doi.org/10.5897/JMCS2013.0345
• 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. https://doi.org/10.1016/j.system.2018.05.003
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
• Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397-417. https://doi.org/10.1016/j.cedpsych.2005.05.003