Self-regulation of the use of digital resources in an online language learning course improves learning outcomes

ABSTRACT

This study investigated how community college students in an online introductory-level language course self-regulated their learning while using digital learning resources. An analysis of reflective journals revealed that learners reported engaging with resources in ways consistent with the six dimensions of self-regulated learning. Only learners who demonstrated higher levels of oral proficiency reported monitoring performance. There were also differences in use of time and methods of learning used by learners at different performance levels. All participants struggled to remain motivated throughout the course. These findings offer evidence that providing scaffolding for monitoring performance, methods of learning, use of time, and motivation may be helpful to online language learners.

KEYWORDS:

• Online teaching and learning
• self-regulated learning
• second-language acquisition
• digital learning resources
• instructional design
• community college

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christopher D. Hromalik

Christopher D. Hromalik is an associate professor of Spanish at Onondaga Community College and a PhD student of Instructional design, development and evaluation at Syracuse University. His research focuses on self-regulated learning, online learning, and language instruction in community college contexts.

Tiffany A. Koszalka

Tiffany A. Koszalka is a professor of instructional design, development, and evaluation at Syracuse University. Her current research focuses on the intersections of instruction, learning, and technology in contexts of classroom, online, hybrid, and self-directed learning. She is particularly interested in the design, use, and assessment of learning from learning resources.