Innovative ways of teaching research for students

Аннотация

The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning and enabling students to actively and effectively use technology both inside and outside the classroom. Key words: self-study, new methods, motivation Аннотация: Использование технологий получает все большее признание как средство, способное объединить формальные и неформальные условия при изучении целевого языка и позволяющее учащимся активно и эффективно использовать технологии как в классе, так и за его пределами. Ключевые слова: самообучение, новые методы, мотивация There has been an increasingly large body of research on students‘ use of technology for second or foreign language learning. These research studies have generally concentrated on students‘ perceptions and evaluations of the suitability of technological devices for language learning, adoption of these technological devices in the classroom settings, and the factors that affect the effectiveness of language learning in classroom technology-using conditions. For example, P. Winke and S. Goertler found that songs and movies were the most frequently used technologies and the ease of access was the strongest predictor of the frequency of technology use [Winke; Goertler: 2008] Recent research on technology-facilitated language learning, however, has been mostly laboratory and classroom experiments of technology applications in the formal educational contexts Consequently, our knowledge and understanding of students‘ self-regulated use of technology for target language learning is still limited. Aspects of technology-assisted language learning such as goal setting, motivation-regulation, and cognitive strategy use particularly in an English as a Foreign Language – EFL context remains in need of further empirical inquiry. After all, in the course of learning a second or foreign language, learners are at the center of learning and play an instrumental role in shaping outcomes of their learning experiences. Key to this view of learner-centredness is self-regulation and learners taking the responsibility for their own learning [Holec: 1981]. Nevertheless, what is lacking in recent research on technology-assisted language learning is a systematic examination of SRL strategies in technology-using conditions particularly in an EFL context. This study investigated university students‘ technology-assisted self-regulated learning – SRL strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. 190