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Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review

Self-regulated learning (SRL) has been widely recognized as an efficient way of enhancing foreign language learning (FLL) outcomes in the sphere of higher education. The current study aimed to evaluate the effectiveness of SRL interventions or supports in improving foreign language learning among le...

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Main Authors: Su, Li, Noordin, Nooreen, Jeyaraj, Joanna Joseph
Format: Article
Language:English
Published: Sciedu Press 2023
Online Access:http://psasir.upm.edu.my/id/eprint/107470/1/Effectiveness%20of%20self-regulated%20learning%20intervention%20on%20foreign%20language%20learning%20at%20tertiary%20level.pdf
http://psasir.upm.edu.my/id/eprint/107470/
https://www.sciedupress.com/journal/index.php/wjel/article/view/23342
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spelling my.upm.eprints.1074702024-10-17T07:03:05Z http://psasir.upm.edu.my/id/eprint/107470/ Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review Su, Li Noordin, Nooreen Jeyaraj, Joanna Joseph Self-regulated learning (SRL) has been widely recognized as an efficient way of enhancing foreign language learning (FLL) outcomes in the sphere of higher education. The current study aimed to evaluate the effectiveness of SRL interventions or supports in improving foreign language learning among learners in tertiary institutions. The review involved 20 studies pertaining to exploring the effects of SRL interventions on improving FLL. According to this systematic review, SRL interventions can be successful in improving various aspects of FLL, including language proficiency, language learning strategies (LLS), motivation, and self-efficacy. The review also provides practical implications for language practitioners and researchers, including the need to tailor SRL interventions to the specific specialized demands of EFL learners and the importance of considering contextual factors to devise and administer SRL interventions in the sphere of FLL at tertiary education. However, several limitations of the existing studies are also identified, including limited assessment of long-term effects, limited use of control groups, insufficient consideration of individual differences, and lack of use of the mixed-methods approach. The findings also provide implications for future studies to address these limitations and provide a more nuanced understanding of the effectiveness of SRL interventions on foreign language learners. Specifically, future studies should incorporate longer-term assessments, stronger control groups, assessments of individual differences, and the mixed-methods approach. Overall, the paper provides insights into the strengths and limitations of existing research and highlights areas for future inquiry concerning SRL and foreign language acquisition. Sciedu Press 2023-04-24 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/107470/1/Effectiveness%20of%20self-regulated%20learning%20intervention%20on%20foreign%20language%20learning%20at%20tertiary%20level.pdf Su, Li and Noordin, Nooreen and Jeyaraj, Joanna Joseph (2023) Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review. World Journal of English Language, 13 (5). pp. 403-411. ISSN 1925-0703; ESSN: 1925-0711 https://www.sciedupress.com/journal/index.php/wjel/article/view/23342 10.5430/wjel.v13n5p403
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Self-regulated learning (SRL) has been widely recognized as an efficient way of enhancing foreign language learning (FLL) outcomes in the sphere of higher education. The current study aimed to evaluate the effectiveness of SRL interventions or supports in improving foreign language learning among learners in tertiary institutions. The review involved 20 studies pertaining to exploring the effects of SRL interventions on improving FLL. According to this systematic review, SRL interventions can be successful in improving various aspects of FLL, including language proficiency, language learning strategies (LLS), motivation, and self-efficacy. The review also provides practical implications for language practitioners and researchers, including the need to tailor SRL interventions to the specific specialized demands of EFL learners and the importance of considering contextual factors to devise and administer SRL interventions in the sphere of FLL at tertiary education. However, several limitations of the existing studies are also identified, including limited assessment of long-term effects, limited use of control groups, insufficient consideration of individual differences, and lack of use of the mixed-methods approach. The findings also provide implications for future studies to address these limitations and provide a more nuanced understanding of the effectiveness of SRL interventions on foreign language learners. Specifically, future studies should incorporate longer-term assessments, stronger control groups, assessments of individual differences, and the mixed-methods approach. Overall, the paper provides insights into the strengths and limitations of existing research and highlights areas for future inquiry concerning SRL and foreign language acquisition.
format Article
author Su, Li
Noordin, Nooreen
Jeyaraj, Joanna Joseph
spellingShingle Su, Li
Noordin, Nooreen
Jeyaraj, Joanna Joseph
Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
author_facet Su, Li
Noordin, Nooreen
Jeyaraj, Joanna Joseph
author_sort Su, Li
title Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
title_short Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
title_full Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
title_fullStr Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
title_full_unstemmed Effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
title_sort effectiveness of self-regulated learning intervention on foreign language learning at tertiary level: a systematic review
publisher Sciedu Press
publishDate 2023
url http://psasir.upm.edu.my/id/eprint/107470/1/Effectiveness%20of%20self-regulated%20learning%20intervention%20on%20foreign%20language%20learning%20at%20tertiary%20level.pdf
http://psasir.upm.edu.my/id/eprint/107470/
https://www.sciedupress.com/journal/index.php/wjel/article/view/23342
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score 13.211869

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