Self-Regulated Language Learning - Literature review Example

Self Regulated Language Learning Introduction Self regulated language learning is one of the most important aspects in linguistics. In this aspect, there is a concept known as learner autonomy. Basically, learner autonomy is a concept that has a huge impact on the development of learners’ communication skills in foreign languages meaning that, it has to be integrated to achieve success in any learning communication skills programs. Moreover, this concept of learning anatomy must work hand in hand with related new technology as stipulate by (Berson 2011; Crabbe, 1993). According to Schwienhorst (2007), the emergence of Computer Assisted Language Learning (CALL) has always been connected with independent work, which serves as an ingredient of learner autonomy. Conversely, Pachler & Field (2001) articulates that there must be technical assistance in order to have a successful development of the four basic language skills and their utilization thereof. Thus, this research aims at ensuring that the attitudes of the students in reference to computer assisted autonomous learning, and the provisions of insights for the instructors in considering way in which English language learning could be efficient through the utilization of computer ought to be thorough investigated. According to Breen (2001), most studies pertaining to differences, motivation and learning’ belief in people among other issues denote reasons as to why there should be increment in people’s understanding with regard to the contribution made by learners during their personal learning processes. As a matter of fact, technology has been argued to heavily contribute to the learning process in that learners are capable of gaining more control while the instructor can easily connect with the learners within the classroom, and any other potential environment. In the recent past, language learning process has been supported by concepts such as autonomy, self –directed learning and independency which are the most crucial. Literature Review Several scholars have pointed out that prosperous language students often credit their achievements in linguistics to dynamic encounter with the community or culture to which the language studied originates (Lamb, 2002; Noonan, 1991; Pickard, 1996). Lai &GU (2011) states that, studying outside the class room promotes self-guided learning culture to the student. Freeman (1999) argues that language students enjoy spending more time learning outside the class than being in class for long hours. Freeman (1999); Zimmerman (2000) have argued that learners of a foreign language usually participate in numerous learning undertakings that outside the classroom. Research has shown that learning activities that take place outside the classroom serve many functions. The functions include; offering the learners a diverse source of knowledge, molding positive learning endeavors and boosting the learning morale among others (Lamb, 2007). In addition, the learners get to understand the community outside the classroom acquires a chance for self-expression and can assess their self-perception on matters regarding study of the languages (Ago, 2009). According to Lamb (2002) the main challenge that causes poor performance of students in the study of linguistics is lack of exposure to the outside community. In essence, limiting studies to classwork only incapacitates the learners’ ability to diverge their thinking skills. The development of the multimedia and the advancement of modern technology have availed the many opportunities for learning outside the classroom to students. In essence, modern technology provides a variety of sources for authentic information such as the internet and computers to language learners (Jones, 2003). Several studies have been conducted to investigate the influence of multimedia on independent language learning. The general conclusion derived from these studies is that the multimedia plays a central role in learning various kinds of languages. For instance, multimedia promotes learner satisfaction and self-confident, which are very important in prolonged language learning (Anisoara, 2010). In fact, learners of the English language have benefited in a great way from the development of multimedia. For instance, the learners can engage in self-studies outside the classroom comfortably with minimal struggle. (Lamb, 2004: Murray,1999). When learners access online materials containing information that they have interest in, they feel motivated to continue their search for advanced skills and the urge to practice the use of the language more often (LeLoup and Ponterio ,2005). New innovations such as the computer technology, the internet and the wide application of computer in language learning across the world have boosted learner autonomy (Schmenk, 2005). Schwienhorst (2007) states that the modern technology, especially the information technology, bears great importance in promoting autonomy since it provides a variety of opportunities for self-learning and offers an organized learning strategy. According to Reinders (2007), technology can be a key driver to independent learning when utilized properly. For instance, through technology, an individual can be able to set reasonable goals, strategize the mechanisms of achieving those goals and set parameters to guard the goal achievement plan. Therefore, blending learner autonomy with the use of modern technology can lead to the most efficient language learning strategy. Apparently, scholars affiliated to language learning strategies have taken the initiative to identify other important strategies that are utilized outside the classroom although they have not gone into details yet. Naiman et al. (1978) articulates that one common concept is ‘active task approach’ which denotes that learners get personally involved in active language learning in various ways. Some of these various ways include related language learning activities like foreign language, listening to tapes especially in cars, novel reading and listening to news as well as other imperative activities. According to Rubin (1975), there are seven basic principles that mould a good language learner which mostly revolve around out of class strategies such as seeking chances to properly use language. In his study, Liu (2014) carried out an investigation on the attitudes that are related to the practice that emanates from Computer assisted autonomous learning in learning English for approximately 160 students who hailed from three different institution of higher learning in China. As such, the investigation ascertained that learners were highly likely to use computer for longer period of time on other studies other than learning English (see Table 43). Basically, the research confirmed that 95% of learners preferred spending more time engaging internet chatting in Chinese language, gaming, and other leisure activities as opposed to studying English after normal classes. Meskill (1996) & Jarvis (2004) articulate that personal computers are extremely imperative when it comes to audio –video technologies since they permit autonomous interaction between graphics, texts, sounds and images in order to achieve the goals and needs of the learners. Additionally, personal computers are capable of facilitating more learning opportunities to learners with inclusion of practices through websites and applications such as online dictionaries, online course in languages, and voice and text chat rooms among others. As such, it is much easier for language learner to find numerous language based websites which are tailor -made to enhance learning language skills (Figura & Jarvis, 2007). Liu (2014) articulates that students have varied perceptions regarding the usage of computers outside the classroom settings for studying language. Half of the participants interviewed preferred use of computers and adoption of the new technology in learning the English language to other available methods. The results of this study differed from the findings of Pachler & Field (2001). The findings stated that technology based equipment can be applied to autonomous work as well as developing the four language skills. In a study carried out by Fang (2007) with the use of multimedia resources away from the classroom environment, it was concluded that learners had affirmative attitudes towards independent language when multimedia was involved as opposed to motivations, access methods and usable patterns. Language Learning & Technology (Reinders &White, 2011) and (Benson &Reinders, 2011) have been confirmed as special editions that give information on the importance and use of technology away from the classroom. In addition, they affirm that most learners are determined to sharpen their learning experiences although they do not succeed in most cases. Thus, Nielson (2011) argues that, attrition levels are perceived to be high especially in relation to contexts of self- study. Majority of the studies have indicated that there is dire need to have extensive preparation, guidance and follow up assistance that ensures that learners properly utilize the resources presence (Darasawang & Reinders, 2010; Reinders, 2006; Ulitisky, 2000; Vanijdee, 2003). Similarly, technology has ensured that learners can now access the learning resources as opposed to the past. As a matter of fact, learners from disadvantaged regions such as rural or underprivileged contexts are now able to access materials, although the support from teachers is minimal. Additionally, technology could cut down language materials through readily reproducible digital format. In light of this, autonomy puts more emphasize on the accessibility of authentic materials and internet to learners in order to comfortably learn language particularly where learning is not very formal (Benson, 2011). Thus, communication through computer such as emails, chats among others that make learners connections much easier. In most instances, such resources have provided learners with an opportuniste moment to monitor their language learning pace (Gieve& Clark, 2005; Murray, 1999). As a result of this, second language learning scholars have developed interest to investigate the influence modern technology and multimedia have on the mechanisms employed by language learners to unconventionally enhance their skills correlation to learning strategies, satisfaction and mutual drive. In summary, the application of autonomous learning strategies by foreign language learners to authenticate their understanding of the target language outside the classroom environment should be supported and promoted at all cost. New technologies have aided in providing a variety of opportunities for autonomous learning, and therefore necessary strategies should be established to facilitate continued exploration on independent learning environments. Generally, autonomous language learning should be promoted through such means as engaging the learners in activities that promote self-learning outside the classroom setting. Consequently, language teachers should be at the forefront in promoting independent learning for language learners by providing professional guidance and appropriate advice on matters regarding learning styles. Read More