Self-regulated learning strategy in learning activities of literal reading course to build learning independence
DOI:
https://doi.org/10.35961/salee.v4i1.636Keywords:
Self-regulated learning, reading comprehension, learning activities, literal readingAbstract
This study attempts to describe how a Self-regulated learning strategy is implemented in Literal Reading course learning activities based on the characteristics of each strategy phase: Forethought and Planning phase, Monitoring on Performance phase, and Reflection on Performance. This case-study research involves Literal Reading class as the lowest reading comprehension level. It is expected that the learning activities given in the activities meet the needs of reaching the objectives of Literal Reading and match the characteristics of each phase of the Self-regulated learning strategy. Forethought and Planning phase focuses on giving chances to students to get familiar with the materials by observing the learning objectives and plan on what they will do to reach the goals. Monitoring on the Performance phase works on how students can control their learning activities according to their preferences and strategies while allowing them to work with peers or have discussions with the lecturer. Reflection on Performance allows students to review any feedback or new information to plan better strategies in learning. The implications are discussed in the findings.
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Somekh, B., & Lewin, C. (2005). Research methods in the social sciences. SAGE PUBLICATION.
Torres, N. G., & Constain, J. J. A. (2009). Improving reading comprehension skills through reading strategies used by a group of foreign language learners. HOW A Colombian Journal for Teachers of English, 16, 55–70.
Yabukoshi, T. (2020). Self-regulated learning processes outside the classroom: Insights from a case study of Japanese efl students. Journal of Asia TEFL, 17(3), 758–777. https://doi.org/10.18823/asiatefl.2020.17.3.1.758
Yi, J. (2008). The Use of Diaries as a Qualitative Research Method to Investigate Teachers’ Perception and Use of Rating Schemes. Journal of Pan-Pacific Association of Applied Linguistics, 12(1), 1–10.
Yin, R. K. (2015). Case study research and applications: Design and methods (6th ed.). SAGE PUBLICATION. https://doi.org/10.1177/109634809702100108
Zimmerman, B. J. (1989). A social cognitive view of self-regulated learning. Journal of Educational Psychology, 81(1), 1–23.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Aydin, H. (2013). What are the students doing “out” there? an investigation of out-of-class language learning activities. Abant Izzet Baysal University Graduate School of Social Sciences, 28(28), 191–191. https://doi.org/10.11616/abantsbe.327
Bala, E. (2020). The impact of out-of-class language activities on english as a foreign language proficiency of private university students - (A case of erbil). Journal of Education in Black Sea Region, 6(1), 27–40. https://doi.org/10.31578/jebs.v6i1.217
Broad, J. (2006). Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(2), 119–143. https://doi.org/10.1080/03098770600617521
Dawadi, S. (2021). Thematic analysis approach: A step by step guide for elt research practitioners. Journal of NELTA, 25(1–2), 62–71.
Dembo, M. H., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-regulated learning (5th ed.). Taylor and Francis.
Eissa, M. A. (2015). The effectiveness a self regulated learning-based training program on improving cognitive and metacognitive efl reading comprehension of 9th graders with reading disabilities. International Journal of Psycho-Educational Sciences, 4(3), 49–59.
El-henawy, W. M., Sayed, E., & Dadour, M. (2010). Self-regulated learning in english language instruction. Quality and Accreditation Standards in Open Education in Egypt and the Arab World, 1, 825–851.
Fitriana, M. (2015). Students’ reading strategies in comprehending academic reading: A case study in an indonesian private college. International Journal of Language Education, 2(2), 43–51.
Glynn, T. (2016). Contexts for independent learning. An International Journal of Experiment Educational Psychology, 5(1), 5–15. https://doi.org/10.1080/0144341850050102
Hemmati, F., Sotoudehnama, E., & Morshedian, M. (2018). The impact of teaching self-regulation in reading on efl learners ’ motivation to read: Insights from an srl model. Journal of Modern Research in English Language Studies, 5(4), 131–155. https://doi.org/10.30479/jmrels.2019.10583.1325
Hyers, L. L. (2018). Dairy Methods: Understanding Qualitative Research. In Oxford University Press.
Kabir, S. M. S. (2016). Methods of data collection. In Basic guidelines for research: An introductory approach for all disciplines (pp. 201–275). Book Zone Publication. https://doi.org/10.1097/00006527-199406000-00014
Khodabandehlou, M., Jahandar, S., Seyedi, G., Mousavi, R., & Abadi, D. (2014). The impact of self-directed learning strategies on reading comprehension. International Journal of Scientific & Engineering Research, 3(7), 1–9.
Koch, H., & Sporer, N. (2017). Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies . An Evidence-based Approach for Teacher Education. https://doi.org/10.1177/1475725717700525
Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9(1), 1–13. https://doi.org/10.3389/fpsyg.2018.02434
Medina, S. L. (2012). Effects of strategy instruction in an efl reading comprehension course?: A case study. Profile, 14(1), 79–89.
Meisuri, M. (2014). Language learning through task and activities. English Education, 6(1), 42–55.
Meyer, B., Haywood, N., Sachdev, D., & Faraday, S. (2008). What is independent learning and what are the benefits for students?? How is independent learning viewed by teachers?? Research for Teachers.
Mohammed, G. M. S. (2022). The impact of reading strategies and self-efficacy on reading comprehension?: The case of Saudi EFL learners. Journal of Language and Linguistic Studies, 18(1), 627–639.
Moore, M. G. (2016). Flipped classrooms, study centers andragogy and independent learning. American Journal of Distance Education, 30(2), 65–67. https://doi.org/10.1080/08923647.2016.1168637
Morgan, S. J., Pullon, S. R. H., MacDonald, L. M., McKinlay, E. M., & Gray, B. V. (2017). Case study observational research: A framework for conducting case study research where observation data are the focus. Qualitative Health Research, 27(7), 1060–1068. https://doi.org/10.1177/1049732316649160
Morshedian, M., & Hemmati, F. (2016). The impact of training efl learners in self- regulation of reading on their efl literal and critical reading comprehension: implementing a model. Journal of Teaching Language Skills, 35(2), 99–122.
Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on efl students’ reading comprehension. Journal of Language Teaching and Research, 6(6), 1343–1348.
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicologia, 30(2), 450–462. https://doi.org/10.6018/analesps.30.2.167221
Pejuan, A., & Antonijuan, J. (2019). Independent learning as class preparation to foster student-centred learning in first-year engineering students. Research in Post-Compulsory Education, 24(4), 375–400. https://doi.org/10.1080/13596748.2019.1584447
Phillips, E. (2013). A case study of questioning for reading comprehension during guided reading. Education 3-13, 41(1), 110–120. https://doi.org/10.1080/03004279.2012.710106
Reinders, H., & Balçikanli, C. (2011). Do classroom textbooks encourage learner autonomy? Research on Youth and Language, 5(2), 265–272.
Saadatnia, M., Tavakoli, M., & Ketabi, S. (2017). Levels of Reading Comprehension Across Text Types?: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners. Journal of Psycholinguistic Research, 46(5), 1087–1099. https://doi.org/10.1007/s10936-017-9481-3
Shehzad, M. W., Lashari, S. A., Alghorbany, A., & Lashari, T. A. (2019). Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs. 3L: Language, Linguistics, Literature, 25(3), 90–105. https://doi.org/10.17576/3L-2019-2503-07
Sholich, I. (2018). Self-Regulated Learning in Reading of Eleventh Graders in SMA Negeri 1 Manyar Gresik. Retain, 6(3), 69–79.
Somekh, B., & Lewin, C. (2005). Research methods in the social sciences. SAGE PUBLICATION.
Torres, N. G., & Constain, J. J. A. (2009). Improving reading comprehension skills through reading strategies used by a group of foreign language learners. HOW A Colombian Journal for Teachers of English, 16, 55–70.
Yabukoshi, T. (2020). Self-regulated learning processes outside the classroom: Insights from a case study of Japanese efl students. Journal of Asia TEFL, 17(3), 758–777. https://doi.org/10.18823/asiatefl.2020.17.3.1.758
Yi, J. (2008). The Use of Diaries as a Qualitative Research Method to Investigate Teachers’ Perception and Use of Rating Schemes. Journal of Pan-Pacific Association of Applied Linguistics, 12(1), 1–10.
Yin, R. K. (2015). Case study research and applications: Design and methods (6th ed.). SAGE PUBLICATION. https://doi.org/10.1177/109634809702100108
Zimmerman, B. J. (1989). A social cognitive view of self-regulated learning. Journal of Educational Psychology, 81(1), 1–23.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
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Published
2023-02-05
How to Cite
Nurjanah, R. L. (2023). Self-regulated learning strategy in learning activities of literal reading course to build learning independence. SALEE: Study of Applied Linguistics and English Education, 4(1), 296–314. https://doi.org/10.35961/salee.v4i1.636
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