Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning

Sima Mohammadi, H. Zandi
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Abstract

As students’ achievement is correlated with self-regulation, finding interventions promoting self-regulated learning (SRL) in online courses is a current focus of research. However, few studies have explored the potential of contract learning in scaffolding and developing SRL in non-traditional learners who have work and family and are at risk of dropout. Here, we investigate the utility of contract learning using a qualitative approach. Using a qualitative approach, we collected data from the experience of one teacher and seven non-traditional learners in an online English for Specific Purposes (ESP) course. The data were collected from teacher logs over eight months and semi-structured interviews with the students. The results of deductive thematic analysis of the data indicate that contract learning positively affected the forethought, performance, and self-reflection phases. Further, despite the cognitive, emotional, external, motivational, and behavioral challenges aggravated by the pandemic, the teacher’s efforts to implement contract learning affected the persistence and effort, goal setting, strategic planning, and time management of most learners (N = 4). Possible reasons for the learners’ success and failure and the implications for developing SRL skills in students at risk of dropout in online English courses are discussed.
网络英语课程中的脚手架式自我调节:契约学习的运用
由于学生的学习成绩与自我调节相关,在网络课程中寻找促进自我调节学习的干预措施是当前的研究热点。然而,很少有研究探讨合同学习在脚手架和非传统学习者中发展SRL的潜力,这些学习者有工作和家庭,有辍学的风险。在这里,我们使用定性方法研究契约学习的效用。采用定性方法,我们收集了一名教师和七名非传统学习者在在线特殊用途英语(ESP)课程中的经验数据。这些数据是从八个月的教师日志和对学生的半结构化访谈中收集的。对数据进行演绎主题分析的结果表明,契约学习对前瞻性、绩效和自我反思阶段有积极影响。此外,尽管疫情加剧了认知、情感、外部、动机和行为方面的挑战,但教师实施契约学习的努力影响了大多数学习者的坚持和努力、目标设定、战略规划和时间管理(N = 4)。本文讨论了学习者成功和失败的可能原因,以及对在线英语课程中有辍学风险的学生发展SRL技能的影响。
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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