engleski

Exploring links between self-regulated learning and motivation: students' experience with two types of out-of-class online activities

Self-regulated learning and its connection with motivation and achievement are frequently researched in the academic context and, specifically, in foreign language learning. Instructional scenarios based on self-regulation require students to take greater responsibility for their own learning (Zimmerman, 2008), while also having the potential to promote intrinsic motivation (Ushioda, 2011). Drawing on the social cognitive theory, the research of motivation in computer-assisted language learning has also come to include learners' self-beliefs and selfawareness (Bodnar et al., 2014). Web-based instruction aimed at developing students' self-regulatory learning strategies has proven to be beneficial for the perception of their own motivation (Chang, 2005). This paper examines the hypothesis that the use of Web 2.0 technologies in a hybrid foreign language learning environment influences the relationship between intrinsic motivation and the following self-regulated learning variables: perception of self-efficacy, perception of personal goal-setting and perceived effort. Participants in our study were students enrolled in a university English for Special Purposes course. The experimental group was engaged in out-of-class collaborative online activities using a learning management system (LMS Moodle) as well as Web 2.0 tools. The control group also used the LMS Moodle, but instead of Web 2.0 technologies only the conventional word processor (MS Word) was employed. Self-report scales for the measurement of students' self-regulated learning and motivation were administered at the end of the course. The results of our study indicate a positive correlation between students' intrinsic motivation and self-regulated behaviour in performing out-of-class activities in both groups of respondents. However, no significant difference was found between the experimental and control group regarding the examined variables, which leads to the conclusion that in hybrid foreign language learning instruction the use of Web 2.0 technologies in out-of-class activities does not significantly stimulate selfregulatory learning practices in comparison with the use of conventional word-processing tools.

Self-regulated learning ; motivation ; online activities

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