E-LEARNING ECOLOGY AND ITS IMPACT ON FIRST-YEAR VIETNAMESE EFL STUDENTS’ SELF-REGULATED LEARNING AND MOTIVATION IN A TRANSITION TO ONLINE PLATFORMS
Main Article Content
Abstract
The transition from high school to university academic life is challenging for many first-year students as they have to adapt to new learning styles and a self-regulated environment that is different from what they were familiar with during school. Learning becomes complicated when the traditional class setting switches to e-learning, requiring tremendous effort. Students have to adjust their learning habits, learn to collaborate and maintain interaction with others. This study investigates first-year EFL students' experience during the transition from face-to-face to e-learning, targeting the influence of factors such as interaction with lecturers and peers, assessment, and peer support on students' motivation and self-regulated learning. Three hundred fifty-two students participated in the survey, and 36 joined the interview. The lecturer interaction and peer support were crucial to motivate students; peer interaction helped navigate self-regulated learning, and assessment regulated students' learning approach. Challenges of e-learning were notified, and recommendations were proposed to enhance learning quality.
Article Details
Keywords
learning ecology, e-learning, motivation, self-regulated learning, interaction
References
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Borgers, N., Hox, J., & Sikkel, D. (2004). Response effects in surveys on children and adolescents: The effect of number of response options, negative wording, and neutral mid-point. Quality & Quantity, 38(1), 17-33. https://doi.org/10.1023/b:ququ.0000013236.29205.a6
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Heidari, F., Moradian, N., & Arani, D. K. (2017). Investigating the relationship between willingness to communicate with teacher communication behaviour and learning style among Iranian EAP students. Asian ESP Journal, 13(1), 77-109.
Hien, N. T. (2019). Engagement with language: A potential construct in peer interaction research. VNU Journal of Foreign Studies, 35(6), 47-58. https://doi.org/10.25073/2525-2445/vnufs.4476
Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624-639. https://doi.org/10.1016/j.compedu.2008.11.005
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Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208.
Kumar, P., Saxena, C., & Baber, H. (2021). Learner-content interaction in e-learning - the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners. Smart Learning Environments, 8(1), 1-15.
Kurucay, M., & Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. https://doi.org/10.1016/j.compedu.2017.06.010
Lai, K., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425. https://doi.org/10.1111/jcal.12030
Leung, S. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-Point Likert scales. Journal of Social Service Research, 37(4), 412-421. https://doi.org/10.1080/01488376.2011.580697
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Li, N., Marsh, V., & Rienties, B. (2016). Modelling and managing learner satisfaction: Use of learner feedback to enhance blended and online learning experience. Decision Sciences Journal of Innovative Education, 14(2), 216-242. https://doi.org/10.1111/dsji.12096
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1062-1068. https://doi.org/10.1016/j.sbspro.2014.03.517
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659
Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), 98-105. https://doi.org/10.7763/ijlll.2015.v1.20
Nguyen, N. T., & Tran, H. T. T. (2022). Factors affecting students' desire to take upcoming online courses after e-learning experience during Covid-19. International Journal of Interactive Mobile Technologies, 16(1), 22-37.
Normak, P., Pata, K., & Kaipainen, M. (2012). An ecological approach to learning dynamics. Journal of Educational Technology & Society, 15(3), 262-274.
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y
Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Rhode, J. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. The International Review of Research in Open and Distributed Learning, 10(1), Article 603. https://doi.org/10.19173/irrodl.v10i1.603
Sahin Kizil, A., & Savran, Z. (2016). Self-regulated learning in the digital age: An EFL perspective. Novitas-ROYAL (Research on Youth and Language), 10(2), 147-158.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55-87). Springer. https://doi.org/10.1007/0-306-48125-1_4
United Nation (2020). Policy brief: Education during Covid-19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390
Yan, Z., & Brown, G. T. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091
Zhao, H., & Chen, L. (2016). How can self-regulated learning be supported in e-learning 2.0 environment: A comparative study. Journal of Educational Technology Development and Exchange, 9(2), 1-20. https://doi.org/10.18785/jetde.0902.01
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), Article 149. https://doi.org/10.19173/irrodl.v4i2.149
Aromaih, A. (2021). EFL learning during the Covid 19 pandemic: An exploratory of best parameters in Saudi Arabia. Asian ESP Journal, 17(3.2), 25-43.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
Beleulmi, S. (2022). Challenges of online assessment during Covid-19 pandemic: An experience of study skills teachers. Afak for Sciences Journal, 7(2), 49-62.
Birjandi, P., Tamjid, N. H., & Tamjid, N. H. (2010). The role of self-assessment in promoting Iranian EFL learners’ motivation. English Language Teaching, 3(3), 211-220. https://doi.org/10.5539/elt.v3n3p211
Borgers, N., Hox, J., & Sikkel, D. (2004). Response effects in surveys on children and adolescents: The effect of number of response options, negative wording, and neutral mid-point. Quality & Quantity, 38(1), 17-33. https://doi.org/10.1023/b:ququ.0000013236.29205.a6
David, I., & Grosu-Radulescu, L. M. (2016). Motivation strategies in foreign language teaching/learning-a comparison of stimulating factors in face-to-face vs. online study. In L. Ciolan, M. Vlada, T. Chicioreanu, A. Ionita, D. Beligan & C. Radu (Eds.), Proceedings of the 12th international scientific conference “elearning & software for education”: Vol. II. Elearning vision 2020! (pp. 150-157). Carol I National Defence University Publishing House.
Fandiño, F. G. E., Muñoz, L. D., & Velandia, A. J. S. (2019). Motivation and e-learning English as a foreign language: A qualitative study. Heliyon, 5(9), Article e02394. https://doi.org/10.1016/j.heliyon.2019.e02394
Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8, Article 22. https://doi.org/10.3389/fpsyg.2017.00022
Gikandi, J. W. (2021). Enhancing e-learning through integration of online formative assessment and teaching presence. International Journal of Online Pedagogy and Course Design, 11(2), 48-61. https://doi.org/10.4018/ijopcd.2021040104
Girard, M., & Stark, D. (2007). Socio-technologies of assembly: Sense making and demonstration in rebuilding Lower Manhattan. In V. Mayer-Schönberger & D. Lazer (Eds.), Governance and information technology: From electronic government to information government (pp. 145-176). MIT Press.
Heidari, F., Moradian, N., & Arani, D. K. (2017). Investigating the relationship between willingness to communicate with teacher communication behaviour and learning style among Iranian EAP students. Asian ESP Journal, 13(1), 77-109.
Hien, N. T. (2019). Engagement with language: A potential construct in peer interaction research. VNU Journal of Foreign Studies, 35(6), 47-58. https://doi.org/10.25073/2525-2445/vnufs.4476
Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624-639. https://doi.org/10.1016/j.compedu.2008.11.005
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, Article 26507. https://doi.org/10.3402/rlt.v23.26507
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208.
Kumar, P., Saxena, C., & Baber, H. (2021). Learner-content interaction in e-learning - the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners. Smart Learning Environments, 8(1), 1-15.
Kurucay, M., & Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. https://doi.org/10.1016/j.compedu.2017.06.010
Lai, K., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425. https://doi.org/10.1111/jcal.12030
Leung, S. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-Point Likert scales. Journal of Social Service Research, 37(4), 412-421. https://doi.org/10.1080/01488376.2011.580697
Li, C., Abrar-ul-Hassan, S., & Gao, F. (2020). An ecological perspective on University students’ sustainable language learning during the transition from high school to University in China. Sustainability, 12(18), 7359. https://doi.org/10.3390/su12187359
Li, N., Marsh, V., & Rienties, B. (2016). Modelling and managing learner satisfaction: Use of learner feedback to enhance blended and online learning experience. Decision Sciences Journal of Innovative Education, 14(2), 216-242. https://doi.org/10.1111/dsji.12096
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1062-1068. https://doi.org/10.1016/j.sbspro.2014.03.517
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659
Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), 98-105. https://doi.org/10.7763/ijlll.2015.v1.20
Nguyen, N. T., & Tran, H. T. T. (2022). Factors affecting students' desire to take upcoming online courses after e-learning experience during Covid-19. International Journal of Interactive Mobile Technologies, 16(1), 22-37.
Normak, P., Pata, K., & Kaipainen, M. (2012). An ecological approach to learning dynamics. Journal of Educational Technology & Society, 15(3), 262-274.
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y
Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Rhode, J. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. The International Review of Research in Open and Distributed Learning, 10(1), Article 603. https://doi.org/10.19173/irrodl.v10i1.603
Sahin Kizil, A., & Savran, Z. (2016). Self-regulated learning in the digital age: An EFL perspective. Novitas-ROYAL (Research on Youth and Language), 10(2), 147-158.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55-87). Springer. https://doi.org/10.1007/0-306-48125-1_4
United Nation (2020). Policy brief: Education during Covid-19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390
Yan, Z., & Brown, G. T. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091
Zhao, H., & Chen, L. (2016). How can self-regulated learning be supported in e-learning 2.0 environment: A comparative study. Journal of Educational Technology Development and Exchange, 9(2), 1-20. https://doi.org/10.18785/jetde.0902.01
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2