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Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

Liang-Yi Chung
Copyright: © 2015 |Volume: 13 |Issue: 3 |Pages: 13
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781466675698|DOI: 10.4018/IJDET.2015070105
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MLA

Chung, Liang-Yi. "Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers." IJDET vol.13, no.3 2015: pp.61-73. http://doi.org/10.4018/IJDET.2015070105

APA

Chung, L. (2015). Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers. International Journal of Distance Education Technologies (IJDET), 13(3), 61-73. http://doi.org/10.4018/IJDET.2015070105

Chicago

Chung, Liang-Yi. "Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers," International Journal of Distance Education Technologies (IJDET) 13, no.3: 61-73. http://doi.org/10.4018/IJDET.2015070105

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Abstract

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

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