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Convergence Of The Virtual And The Living Realities: A Constructivist Grounded Theory On University Students’ Self-Regulated Learning

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Kasperiūnienė J., Žydžiūnaitė V.

Vocational Training: Research And Realities

2015

vol. 26

issue 1

Studies of informal learning at universities have indicated that social online network Facebook is used for learning purposes. Understanding of self-regulated academic learning processes in which students and their instructors are involved is very important for successful application and use of online social networks in university teaching and learning. This aims to reveal the learning that takes place in online social networks beyond the boundaries of universities such as Facebook, Instagram, Linkedin and related. Research object is the conditions and strategies of self-regulated learning of university students. Research question in this study is the following: “What situations, actions, interactions and consequences construct the content of self-regulated learning in a social network account?” The methodology of constructivist Grounded theory was implemented in the study. The theoretical sampling was conducted in order to involve the research participants into the study and receive the answers to the research question. For data collection were used the individual semi-structured interviews. Convergence of the virtual and the living realities is the core of university student’s self-regulated learning within the virtual space. In total in the study participated 12 research participants. Findings showed that convergence of the virtual and living realities explains university students’ self-regulated learning within the two contexts: the first, academic communication and the second, virtual learning. Self-regulated learning is affected and formed by the learner dependent and the organization dependent conditions. Two learning contexts emerged from analysis of our research data: virtual learning and academic communication. University students SRL strategies can be separated into two categories: self- oriented strategies and strategies, oriented towards others. The research findings revealed four types of intervening factors: technological, image formation, personal and psychosocial. By concluding it could be highlighted that professors and instructors are important players in the process of self-regulated learning of university students. The data grounded in the voices of academics, instructors and administrative staff can provide a deeper understanding of students’ self-regulated learning and enrich the learning results.

STUDENTS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNING IN THE FACEBOOK CONTEXT

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AbuSa’aleek A. O.

Teaching English with Technology

2015

vol. 15

issue 4

60-75

Social Networking Sites (SNS) such as Facebook (FB) are currently highly used by students because technology has the potential to become a valuable resource to support their educational communications and collaborations. This paper attempts to present a comprehensive picture of what has been investigated in terms of the use of Facebook as an online English language-learning environment and inquires whether this learning model can enhance students’ learning of English. It also aims to explore the students’ perceptions towards learning English in the Facebook context following four treatments, language improvement, confidence, motivation and attitude. The sample who participated in the study was N=65, in the department of English language and translation enrolled in a B.A program. Findings revealed that the EFL students believe that FB as an online learning environment facilitates, supports, and encourages their English language learning. In addition, the findings indicate that students’ motivation and confidence towards English language learning improved via FB. The study also revealed that students had a positive attitude towards this learning model. In light of the findings of the study, it is recommended that TEFL teachers should plan learning classes that use SNS such as Facebook as a learning platform.

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1 Teaching English with Technology

1 Vocational Training: Research And Realities

1 AbuSa’aleek A. O.

1 Kasperiūnienė J.

1 Žydžiūnaitė V.

2 2015

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Convergence Of The Virtual And The Living Realities: A Constructivist Grounded Theory On University Students’ Self-Regulated Learning

STUDENTS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNING IN THE FACEBOOK CONTEXT