Exploring the Roles of Technology and Self-Regulated Learning in Enhancing Students' English Competence
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| Title: | Exploring the Roles of Technology and Self-Regulated Learning in Enhancing Students' English Competence |
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| Language: | English |
| Authors: | Ida Ayu Made Sri Widiastuti (ORCID |
| Source: | Journal of Education and e-Learning Research. 2026 13(1):150-156. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Independent Study, English (Second Language), Second Language Learning, College Students, College Faculty, Academic Achievement, Digital Literacy, Technology Uses in Education, Learning Strategies, Self Efficacy, Student Motivation, Student Educational Objectives, Electronic Learning |
| ISSN: | 2518-0169 2410-9991 |
| Abstract: | Advancements in information technology for e-learning provide the broadest possible opportunities for students to develop active, independent learning (self-regulated learning). This research explored the roles of technology and students' self-regulated learning (SRL) in developing students' English competence. The respondents of this study consisted of 5 university lecturers and 40 students. Data related to English achievement were collected by administering mid-semester tests and final semester tests. Questionnaires and interviews were conducted during the learning period. This study found that the students' academic achievement improved after implementing self-regulated learning. Students who received instruction in self-regulation skills exhibited a greater academic accomplishment score. The students' efficacy of digital tools is enhanced when combined with robust self-regulated learning practices. The benefits of technology-supported learning environments were greater for students with high levels of metacognitive awareness, which resulted in noticeably greater advances in English proficiency. Additionally, their enthusiasm for learning improved, resulting in a more proactive approach to addressing their learning challenges. Therefore, university lecturers should encourage their students to develop self-regulated learning strategies intensively. Moreover, technology should be integrated into both classroom and outside-classroom learning. Deliberate instructional design that incorporates digital learning resources and explicit instruction in self-regulated learning is necessary for long-term gains in English proficiency. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507250 |
| Database: | ERIC |
| Abstract: | Advancements in information technology for e-learning provide the broadest possible opportunities for students to develop active, independent learning (self-regulated learning). This research explored the roles of technology and students' self-regulated learning (SRL) in developing students' English competence. The respondents of this study consisted of 5 university lecturers and 40 students. Data related to English achievement were collected by administering mid-semester tests and final semester tests. Questionnaires and interviews were conducted during the learning period. This study found that the students' academic achievement improved after implementing self-regulated learning. Students who received instruction in self-regulation skills exhibited a greater academic accomplishment score. The students' efficacy of digital tools is enhanced when combined with robust self-regulated learning practices. The benefits of technology-supported learning environments were greater for students with high levels of metacognitive awareness, which resulted in noticeably greater advances in English proficiency. Additionally, their enthusiasm for learning improved, resulting in a more proactive approach to addressing their learning challenges. Therefore, university lecturers should encourage their students to develop self-regulated learning strategies intensively. Moreover, technology should be integrated into both classroom and outside-classroom learning. Deliberate instructional design that incorporates digital learning resources and explicit instruction in self-regulated learning is necessary for long-term gains in English proficiency. |
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| ISSN: | 2518-0169 2410-9991 |
