A Longitudinal Study of Self-Regulated Learning in an Online Game-Based EFL Formative Assessment Blended Learning Environment

Manzhen YANG, Li LIANG

Abstract


Self-regulated learning (SRL) is one of the central parts of online formative assessment and well-worth an in-depth study. But it is noted that some essential issues of formative assessment remain rarely touched yet, such as the question of how online formative assessment interacts with the learners’ motivation, self-efficacy beliefs, and regulation of learning, and so on. Given the above question mentioned, this paper reports a case study of SRL in an online blended formative assessment module in the context of non-English-major college English learning. The intent of the present research is to exemplify how SRL, an active area in educational psychology, can help to investigate the mechanism and process of SRL in the online formative assessment environment over a long period of time.


Keywords


Self-regulated learning; Online formative assessment; College education

Full Text:

PDF

References


Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (2001). Social-cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.

Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.

Carnevale, D. (2005). Run a class like a game show: ‘clickers’ keep students involved. Chronicle of Higher Education, 51(42), B3-9.

Chen, W., Tan, N. Y. L., Looi, C.-K., Zhang, B. H., & Seow, P. S. K. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research & Practice in Technology Enhanced Learning, 3(3), 231-252.

Cigdem, U. B., Youngkyun, B., & Hyungsung, P. (2015). How debriefing strategies can improve student motivation and self-efficacy in game-based learning. Journal of Educational Computing Research, 53(2), 155-182.

CNNIC. (2016). The 2015 statistical survey report on the youth internet behavior in China. Retrieved from http://www.CNrencai.com

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

Duncan,T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning quesionnaire. Educational Psychologiest, 40(2), 117-128.

Galehbakhtian, S., & Pouryasouri, T. H. (2015). A hermeneutic phenomenological study of online community participation: Applications of fuzzy cognitive maps. Computers in Human Behavior, 48, 637-643.

Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.

Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), The Cambridge handbook of consciousness (pp.289-325). Cambridge University Press.

Li, J., & Liu, P. (2015). A review of esearches on China’s EFL motivation (2004-2013). Foreign Language World, (167), 34-43.

Liaw, S.-S., Hatala, M., & Huang, H.-M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446-454.

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.

Lowrie, T., & Jorgensen, R. (2011). Gender differences in students’ mathematics game playing. Computers & Education, 57(4), 2244-2248. doi:10.1016/j.compedu.2011.06.010.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.

Pintrich, P. R., Smith,D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurenent, 53(3), 801-813.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory (3rd ed.). Pearson Education
Inc.

Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(34),177-193.

Wang, A. I., Elvemo, A. A., & Gamnes, V. (2014). Three social classroom applications to improve student attitudes. Education Research International, 1-14.

Wang, T. H. (2008). Web-based quiz-game-like formative assessment: development and evaluation. Computers & Education, 51(3), 1247-1263.

Yang, Y.-T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.




DOI: http://dx.doi.org/10.3968/9749

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Li Liang, Manzhen Yang

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

Submission Guidelines for Canadian Social Science

We are currently accepting submissions via email only. The registration and online submission functions have been disabled.

Please send your manuscripts to [email protected]，or [email protected] for consideration. We look forward to receiving your work.

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:[email protected]; [email protected]

Copyright © Canadian Academy of Oriental and Occidental Culture