An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

Author:

Korucu-Kis Saadet1ORCID

Affiliation:

1. Necmettin Erbakan University, Turkey

Abstract

Self-regulated learning is one of the essential skills learners need to possess in times of rapid technological advancements to comply with the requirements of the modern world. Indeed, today's youth are assumed to be able to set their own goals, seek opportunities to attain these goals, and manage their learning environments to control their own learning owing to the omnipresence of information and communication technology (ICT) tools in every area of their lives including and especially in their educational lives. In this respect, this study aims to find out whether first-year English as a Foreign Language (EFL) pre-service teachers really make use of ICT tools to regulate their formal learning experiences in out-of-class settings. Results reveal that pre-service teachers most often fail in bridging in-class and out-of-class learning, and they generally engage in low-level self-regulated learning experiences. Implications arising from these findings are highlighted, and some future research possibilities are discussed.

Publisher

IGI Global

Reference68 articles.

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2. Barbee, M. (2013). Extracurricular L2 input in a Japanese EFL context: Exposure, attitudes, and motivation. University of Hawaii Second Language Studies Paper, 32, 1–58. Retrieved from http://www.hawaii.edu/sls/wp-content/uploads/2014/09/Barbee-Matthew-Paper.pdf

3. Technologies for Self-Regulated Learning

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