Article Sidebar

Submitted
June 26, 2022
Accepted
November 30, 2022
Published
November 30, 2022
Download
PDF
Statistic
Read Counter : 531 Download : 805

Main Article Content

Abstract




This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.




Keywords

EFL writing higher education online learning self-regulated learning strategies undergraduate thesis

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Hapsari, A., & Fatmasari, T. A. (2022). Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study. Journal of English and Education (JEE), 8(2), 58–72. https://doi.org/10.20885/jee.v8i2.24333
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ally, M. (2004). Foundations of educational theory for online learning. In Anderson T. (Ed.), The theory and practice of online learning (pp. 15–44). Athabasca University Press.
  2. Anderson, M., Ronning, E. A., De Vries, R., & Martinson, B. C. (2007). The perverse effects of competition on scientists’ work and relationships. Science and Engineering Ethics, 13(4), 437-461. https://doi.org/10.1007/s11948-007-9042-5
  3. Barnard, L., Lan, W. Y., Crooks, S. M., & Paton, V.O. (2008a). The relationship of epistemological beliefs with self-regulatory skills in the online course environment. Journal of Online and Learning Teaching, 4(3), 261–266.
  4. Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2008b). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1–11. https://doi.org/10.19173/irrodl.v9i2.516
  5. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005
  6. Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010a). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80. https://doi.org/10.19173/irrodl.v11i1.769
  7. Barnard-Brak, L., Paton, V.O., & Lan, W.Y. (2010b). Self-regulation across time of first-generation online learners. Research in Learning Technology, 18(1), 61-70. https://doi.org/10.1080/09687761003657572
  8. Chien, C. W. (2016). Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching, 13(1), 1-16. https://doi.org/10.1080/17501229.2016.1264076
  9. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed. SAGE Publications, Inc.
  10. Dewi, I. G. A. E. S. (2022). Students’ difficulties in writing thesis during COVID-19 pandemic. Journal of Educational Study, 2(1), 111-118. https://doi.org/10.36663/joes.v2i1.268
  11. Hallberg, D., & Olsson, U. (2017). Self-Regulated learning in students’ thesis writing. International Journal of Teaching and Education, 5(1), 13-24.
  12. Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-Based Nursing, 18(3). 66-67. https://doi.org/10.1136/eb-2015-102129
  13. Kirmizi, O. (2014). Self-regulated learning strategies employed by regular, evening, and distance education English Language and Literature students. The Anthropologist, 18(2), 447-460. https://doi.org/10.1080/09720073.2014.11891563
  14. Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877
  15. Lidiawati, K. R., & Helsa, H. (2021). Online learning during COVID-19 pandemic: How self-regulated learning strategies impact student engagement? Jurnal Psibernetika, 14(1), 1-10.
  16. Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5(2), 1-16. https://doi.org/10.19173/irrodl.v5i2.189
  17. Mahfudhoh, R. (2019). Students’ Self-regulated learning process in thesis writing at English Language Education Department of UIN Sunan Ampel Surabaya. [Undergraduate thesis, UIN Sunan Ampel]. Digital Library UIN Sunan Ampel Surabaya. http://digilib.uinsby.ac.id/38608/
  18. Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(3), 135-145. https://doi.org/10.1207/s15326985ep3902_4
  19. Nicholls, G. (2005). The challenge to scholarship: Rethinking learning, teaching and research. Routledge.
  20. Nugroho, S. A., Wati, A. F., & Dianastiti, F. E., (2020). Constraints and solutions in the implementation of online lesson in higher education. Jurnal Ilmiah Kebahasaan, 16(2), 196-205. https://doi.org/10.36567/jalabahasa.v16i2.700
  21. Nurkamto, J., Djatmika, & Prihandoko, L. A. (2022). Students’ problem of academic writing competencies, challenges in online thesis supervision, and the solutions: thesis supervisors’ perspectives. TEFLIN Journal, (33)1, 123-147. http://dx.doi.org/10.15639/teflinjournal.v33i1/123-147
  22. Pravita, A. R., & Kuswandono, P. (2022). Writing anxiety and academic procrastination on undergraduate thesis writing: The role of self-regulation. Journal of English Education and Linguistics Studies, (9)1, 1-25. https://doi.org/10.30762/jeels.v9i1.4010
  23. Prihandoko, L. A., Djatmika, & Nurkamto, J. (2022). Complexities of online thesis supervision during the COVID-19 pandemic: EFL lecturers’ perceptions. Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 624, 262-269. https://doi.org/10.2991/assehr.k.220201.047
  24. Redjeki, G. P. D., & Hapsari, A. (2022). EFL undergraduate students’ online self-regulated learning strategies during COVID-19 pandemic. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 9(1), 82-96. https://doi.org/10.22219/celtic.v9i1.21066
  25. Sandria, N. S. (2021). EFL students’ perceptions of the online undergraduate thesis supervision process. Jurnal Penelitian, Pendidikan, dan Pembelajaran, 17(1).
  26. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B.J. Zimmerman & D.H. Schunk, (Eds). Self-regulated learning and academic achievement (2nd ed.) (pp. 83-110). Lawrence Erlbaum Associates.
  27. Seker, M. (2020). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/1362168815578550
  28. Singh, A. S., & Masuku, M. B., (2014). Sampling techniques & determination of sample size in aplied statistics research: An overview. International Journal of Economics, Commerce and Management (2)11, 1-22.
  29. Uzuner, S. (2008). Multilingual scholars’ participation in core/ global academic communities: A literature review. Journal of English for Academic Purposes, 7(4), 250-263. https://doi.org/10.1016/j.jeap.2008.10.007
  30. Wittek, A. L. (2018). Process of writing as mediational tool in higher education. Scandinavian Journal of Educational Research, 62(3), 444–460. https://doi.org/10.1080/00313831.2016.1258664
  31. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3), 73-86. https://doi.org/10.1080/00461520.1998.9653292
  32. Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). Taylor Francis.