Self-Regulated Learning for Chinese, Adult Language Learners: An Intervention Study in a Blended Learning Environment
Creators: name: Dekker, William
Publisher: name: Graduate Studies
Year: 2023
Subjects: subject: English as a Second Language
subject: China
subject: Self-regulated learning
subject: Design based research
subject: Education--Adult and Continuing
subject: Educational Psychology
subject: Education--Language and Literature

description: Blended learning is a well-established learning design providing much needed accessibility to learning resources and improved pedagogy through technological means. The flipped classroom model is one approach that can help promote engagement through the prioritization of learner-led discussions and collaborative work in the classroom while extending access to language learning practice outside of class time (Bergman &amp; Sams, 2012; Forsey et al., 2013; Johnson &amp; Marsh, 2016). Implicit within the design, however, is the introduction of non-linear access to information which often requires learners to assume more responsibility for their learning process, deploying self-regulated learning strategies to achieve their objectives (Perez-Alvarez et al., 2018). My dissertation explores the increased need for self-regulated learning experienced by Chinese, adult English language learners for achieving success in a blended, flipped learning environment. As a design-based research study, my focus was on the overarching objective of the development of an intervention. This objective was addressed in three, iterative stages of research involving the analysis of the context, and the design, development, and subsequent evaluation of prototypes. This process led to the creation of some initial design principles that were used to guide the development of a digital app that was deployed to a small group of participants. During the implementation and evaluation of the app-based intervention, an additional research objective relating to achievement goal orientation was adopted to explore the types of goals that language learners with high persistence were likely to pursue. Multiple, qualitative data sources were used to address the research questions including document analysis, focus groups, interviews, and field observations. Findings that emerged from the study contributed to the refinement of design principles and provided insight for subsequent development of the intervention. Findings suggested that personalized instructor feedback fulfilled an important emotional function for learners in this context. Enabling a dialogical feedback process between participants and the instructor helped engage learners in more thoughtful self-assessment using external feedback including data visualizations. This process contributed to the development of trust in the source of the feedback, which was more likely to lead to a change in behaviour. Additional insights concerning achievement goals were derived from the interviews, suggesting benefits of multiple different achievement goal profiles could be found. These findings lend further support to the value of using qualitative methods for investigating learner goal-orientations. This study included a small group of learners who demonstrated high persistence. It was recommended that future research involve a larger sample of learners to explore variations in response to the intervention to improve the effectiveness of the design and implementation.