Самостоятельное изучение иностранного языка

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 Self-Regulated Learning: Self-regulated learning has been widely acknowledged to be learners‘ systematic effort to manage and regulate their learning process in order to achieve particular learning goals. While different theoretical models provide different definitions of SRL, there is a consensus that SRL is a multifaceted construct containing cognitive, meta-cognitive, behavioral, and self-motivational aspects. According to P.R. Pintrich et al., cognitive strategies refer to the skills that learners use to process the information and knowledge when completing a task. They help students to construct, transform, and apply second language – L2 knowledge [Pintrich: 1991]; [Oxford: 2013]. Social-behavioral strategies, as a key aspect of self-regulation, involve learners‘ control over their learning behavior under the influence of contextual aspects. Finally, motivational strategies refer to the procedure or thoughts students applied intentionally to sustain or increase their interest to engage in a task. In various models of SRL in the literature, self-regulated learners are depicted as being capable of controlling over the cognitive, emotional, motivational, and behavioral aspects of learning [Zimmerman; Schunk: 2011]. Research also shows that those more effective at self-regulation use a broader repertoire of learning strategies and persist longer in the face of adversity compared to their less self-regulated counterparts. Self-Regulated Language Learning in Technology-Using Conditions: P. Benson described two important categories of learning resources: traditional learning resources, for example, reference and course books and resources provided by modern educational technology, for example, information communication technology applications. According to P. Benson, self-regulation is manifested not only in the active regulation of learning strategies but also in the management of different kinds of learning resources [Benson: 2001]. As such, technology-based self-regulated English learning – SRL strategies refer to specific actions taken by the learners to learn English or to enhance their English learning in technology-using conditions. A large quantity of technology-assisted SRL strategies were identified in previous studies conducted in a variety of research contexts, such as consulting online dictionaries, u