Fostering language learning through a training model embedding self-regulated learning (SRL) and integrative learning technologies (ILT): action-research at a Mexican University

Abstract

This study aims to explore the integration of Self-Regulated Learning (SRL) and Integrative Learning Technologies (ILT) into a training model for fostering language learning.

For the purpose of this research, a training model embedding a social-cognitive perspective of SRL (Zimmerman, 2000a; Pintrich, 2000a), task-based learning pedagogy (Ellis, 2003), and the Integrative Learning Technologies approach to technology (hence ILT) (Kitsantas and Dabbagh, 2010), is proposed and tested. This action-research research design involved the implementation of three cyclical phases (Forethought, Performance and Self-Reflection), each consisting self-regulatory processes (strategies). These processes were scaffolded by tools that may integrate technological and pedagogical features of the Internet and the Web. The study, which was preceded by two different implementations (exploratory study in 2016 and pre-study in 2017) and followed by a follow-up study (in 2021), used mixed-methods to evaluate the level of learners’ involvement in their own learning while completing the three phases described above.

The main study was conducted in 2017 through a mandatory online English course for Pre-intermediate students at a BA in Nursing at a public university in northern Mexico. Results showed that seven internal factors (attention, perceived relevance of content and learning activities, confidence and computer/Internet self-efficacy, satisfaction with learning, cognitive overload, online social interaction, and technology problems), one external factor (learner support) and a personal factor (learning styles) should be addressed to better embed SRL and ILT into the training model. In particular, the use of technology resulted in a barrier that led to student demotivation for learning under this model. It was also found that the scaffolding provided was ineffective for the learners. All in all, these insights led to five concrete implications for enhancing the training model.
The five research implications leading to the improvement of this training model represent five general aspects that any similar training model for fostering language learning through technology should emphasise to ensure 21st century language learners the high-quality education they need for lifelong and lifewide learning. The Model for Integrating Technology and Self-Regulated Learning (MiTeSRL), which systematically considers these five aspects, is a know-how to achieve such a relevant aim.

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