Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended EFL course

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2024-06-28 DOI:10.1016/j.system.2024.103388

Jing Chen

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引用次数: 0

Abstract

This study explores the impact of learning analytics (LA)-based feedback on students' self-regulated learning (SRL) and academic achievement in a blended English-as-a-foreign-language (EFL) course. Employing a quasi-experimental research design, this study utilized propensity score matching (PSM) to form a treatment group (N = 160) from the 2023 undergraduate student cohort, receiving LA-based feedback, and matched it with a comparison group of equivalent size from the 2021 and 2022 cohorts without such feedback. Guided by Winne and Hadwin's COPES model (1998), SRL was operationalized at a coarse level with students' online log data and course assessment scores representing their SRL operations and products of SRL in the course, respectively. Results of mixed ANOVAs and chi-square tests of independence showed that the LA-based feedback enhanced students' completion rate of online learning activities and their study regularity. The treatment group exhibited superior performance in the final examination compared to the comparison group, providing evidence of the positive impact of LA-based feedback on students' course performance. The study represents an initial effort to utilize LA-based feedback to support students' SRL operations and course performance in an EFL context.

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基于学习分析的反馈对混合式英语课程中学生自我调节学习和学业成绩的影响

本研究探讨了在混合式外语（EFL）课程中，基于学习分析（LA）的反馈对学生自我调节学习（SRL）和学业成绩的影响。本研究采用准实验研究设计，利用倾向得分匹配法（PSM）从接受基于LA的反馈的2023届本科生中组成一个治疗组（N = 160），并将其与未接受此类反馈的2021届和2022届同等规模的对比组进行匹配。在Winne和Hadwin的COPES模型（1998年）指导下，SRL被粗略地操作化，学生的在线日志数据和课程评估分数分别代表了他们在课程中的SRL操作和SRL产物。混合方差分析和卡方检验的结果表明，基于LA的反馈提高了学生在线学习活动的完成率和学习规律性。与对比组相比，治疗组在期末考试中表现出更优异的成绩，这证明了基于洛杉矶反馈对学生课程成绩的积极影响。这项研究是在英语语言环境中利用基于洛杉矶的反馈来支持学生的自学能力和课程成绩的初步尝试。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.