Exploring the roles of technology and self-regulated learning in enhancing students’ English competence

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.