Top

Journal of Computers in Education

Published in:

25-06-2020

Exploring the role of EFL learners’ online self-regulation profiles in their social regulation of learning in wiki-supported collaborative reading activities

Authors: Yanyan Li, Xiaoshan Li, You Su, Yu Peng, Hening Hu

Published in: Journal of Computers in Education | Issue 4/2020

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Previous research indicated that the individual skills that learners bring to the group is critical to the social regulation process in computer-supported collaborative learning activities. However, few studies have explored how students’ self-regulation capacity is related to the occurrence of the social regulation strategies in the learning group. Situated in a wiki-supported collaborative reading situation, this study explored the roles of English language learners’ online self-regulation profiles in their use of social regulation strategies in the collaboration process. The participants of this study were 95 Chinese college students who studied English as a foreign language. The Online Self-regulated English Learning Questionnaire was used to measure the students’ self-regulation strategies, based on which latent profile analysis was adopted to identify the students with similar patterns of self-regulation variables. Content analysis of students’ discussion messages was conducted to analyze their social regulation strategies in collaborative learning, focusing on regulation types (i.e., co-regulation and socially shared regulation) and regulation foci (i.e., task, emotion, and organization). This study identified two distinctive types of online self-regulation profiles, namely, reflection-oriented competent profile and average profile. The results show that, in terms of the types of social regulation, individual students belonging to the reflection-oriented competent profile tended to be more active in initiating and carrying out socially shared regulation strategies. Regarding the social regulation foci, it was found that the learners of reflection-oriented competent profile demonstrated significantly more positive social–emotional regulation strategies. The findings suggest that teachers need to consider students’ online self-regulation profiles when dividing them into small groups to carry out wiki-supported collaborative learning activities.

previous article Learners’ perceptions and experiences of studying psychology online

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and Individual Differences, 20(1), 25–29. https://doi.org/10.1016/j.lindif.2009.09.002.CrossRef

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769.CrossRef

Boekaerts, M., Pintrich, P. R., & Zeider, M. (2005). Handbook of self-regulation. San Diego, CA: Academic Press.

De Backer, L., Van Keer, H., & Valcke, M. (2015). Socially shared metacognitive regulation during reciprocal peer tutoring: Identifying its relationship with students’ content processing and transactive discussions. Instructional Science, 43(3), 323–344. https://doi.org/10.1007/s11251-014-9335-4.CrossRef

Ducate, L. C., Anderson, L. L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495–524. https://doi.org/10.1111/j.1944-9720.2011.01144.x.CrossRef

Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412. https://doi.org/10.1016/j.learninstruc.2012.03.003.CrossRef

Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.

Hadwin, A. F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments: A social cognitive perspective. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 83–106). New York: Routledge.

Hathaway, R. (2011). A powerful pairing: The literature circle and the wiki. The ALAN Review, 38(3), 14–22.CrossRef

Hurme, T. R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503–524. https://doi.org/10.1080/13803610903444659.CrossRef

Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24.CrossRef

Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006.CrossRef

Järvelä, S., Jävernoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning, 14, 425–441. https://doi.org/10.1007/s11412-019-09313-2.CrossRef

Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., et al. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263–280. https://doi.org/10.1007/s11412-016-9238-2.CrossRef

Jung, T., & Wickrama, K. A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2(1), 302–317. https://doi.org/10.1111/j.1751-9004.2007.00054.x.CrossRef

Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638–648. https://doi.org/10.1598/RT.62.8.2.CrossRef

Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767–778. https://doi.org/10.1093/biomet/88.3.767.CrossRef

Lai, C., & Gu, M. (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.CrossRef

Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32(3), 80–95.

Muthén, L. K., & Muthén, B. O. (2002). How to use a Monte Carlo study to decide on sample size and determine power. Structural Equation Modeling, 9(4), 599–620. https://doi.org/10.1207/S15328007SEM0904_8.CrossRef

Moreillon, J., Hunt, J., & Ewing, S. (2009). Learning and teaching in wanda wiki wonderland: Literature circles in the digital commons. Teacher Librarian, 37(2), 23–28.

Ning, H. K., & Downing, K. (2015). A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher Education, 40(7), 1328–1346. https://doi.org/10.1080/03075079.2014.880832.CrossRef

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.CrossRef

Panadero, E., & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist. https://doi.org/10.1027/1016-9040/a000226.CrossRef

Panadero, E., Kirschner, P. A., Järvelä, S., Malmberg, J., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431–454. https://doi.org/10.1177/1046496415591219.CrossRef

Räisänen, M., Postareff, L., & Lindblom-Ylänne, S. (2016). University students’ self- and co-regulation of learning and process of understanding: A person-oriented approach. Learning and Individual Differences, 47(2016), 281–288.CrossRef

Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415. https://doi.org/10.1080/07370008.2011.607930.CrossRef

Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321–1331. https://doi.org/10.1016/j.chb.2012.02.016.CrossRef

Schwarz, G. (1978). Estimating the dimension of a model. Annals of Statistics, 6(2), 461–464.CrossRef

Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214–223. https://doi.org/10.1093/elt/ccr049.CrossRef

Su, Y., Li, Y., Hu, H., & Rosé, C. P. (2018a). Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities. International Journal of Computer-Supported Collaborative Learning, 13(1), 35–60. https://doi.org/10.1007/s11412-018-9269-y.CrossRef

Su, Y., Li, Y., Liang, J. C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: The role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5–6), 556–586. https://doi.org/10.1080/09588221.2018.1527363.CrossRef

Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018b). Examining the relationship between English learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105–121. https://doi.org/10.14742/ajet.3548.CrossRef

Ucan, S., & Webb, M. (2015). Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions? International Journal of Science Education, 37(15), 2503–2532. https://doi.org/10.1080/09500693.2015.1083634.CrossRef

Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143. https://doi.org/10.1016/j.learninstruc.2008.03.001.CrossRef

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084.CrossRef

Xu, J., & Nie, R. (2016). Investigation and analysis of the English competence of freshmen at key universities: A case study of freshmen enrolled in 2014. Foreign Language World, 1, 18–26.

Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61–67. https://doi.org/10.1016/j.jslw.2017.05.014.CrossRef

Zheng, L., Xin, L., & Huang, R. (2017). The effects of socially shared regulation approach on learning performance in computer-supported collaborative learning. Educational Technology & Society, 20(4), 35–46.

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary educational psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5.CrossRef

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 13–39). San Diego, CA: Academic Press.CrossRef

Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5), 645–665.CrossRef

Title: Exploring the role of EFL learners’ online self-regulation profiles in their social regulation of learning in wiki-supported collaborative reading activities
Authors: Yanyan Li
Xiaoshan Li
You Su
Yu Peng
Hening Hu
Publication date: 25-06-2020
Publisher: Springer Berlin Heidelberg
Published in: Journal of Computers in Education / Issue 4/2020
Print ISSN: 2197-9987
Electronic ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-020-00168-3

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 4/2020

Learners’ perceptions and experiences of studying psychology online

Direct or indirect effects from “perceived characteristic of innovation” to “intention to pay”: mediation of continuance intention to use e-learning

From organization to elaboration: relationships between university students’ online information searching experience and judgements

Virtual learning communities (VLCs) rethinking: influence on behavior modification—bullying detection through machine learning and natural language processing

Students’ performance in blended learning: disciplinary difference and instructional design factors

Premium Partner