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

Autor/inn/en	Mohammadi, Sima; Zandi, Hamed
Titel	Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning
Quelle	In: TESL-EJ, 26 (2023) 4, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mohammadi, Sima) ORCID (Zandi, Hamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scaffolding (Teaching Technique); Independent Study; English (Second Language); Second Language Learning; Second Language Instruction; Pandemics; COVID-19; Metacognition; Intervention; Online Courses; At Risk Students; Dropouts; Individualized Instruction; Nontraditional Students; Student Motivation; Goal Orientation; Strategic Planning; Academic Persistence; Time Management; Teacher Student Relationship; Contracts; Graduate Students; Masters Programs; Marketing; English for Special Purposes; Computer Software; Computer Mediated Communication; Student Attitudes; Teacher Attitudes; Language Teachers; Attribution Theory; Self Efficacy + Suchen Sie Ihr Suchwort? Selbststudium; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Individualisierender Unterricht; Schulische Motivation; Zielorientierung; Zielvorstellung; Strategy; Planning; Strategie; Planung; Zeitmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung; Vertrag; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Computerkonferenz; Schülerverhalten; Lehrerverhalten; Language teacher; Sprachunterricht; Self-efficacy; Selbstwirksamkeit
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 as an individualized learning approach in developing self-regulation in non-traditional learners during the COVID-19 pandemic. 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. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01