CC BY
34LANGUAGE LEARNING STRATEGIES AND STUDENT SELF-REGULATION
Nigora Rakhimova
Namangan State University, Philology and language teaching: English (first course).
ABSTRACT
This article is about self-regulated learning (SRL) refers to learners proactive control over their thoughts and behaviors and involves active use of self-regulatory strategies to achieve goals strategically. Language learning has been shown to improve student's cognitive function, including, but not limited to: Enhanced Problem Solving Skills, Improved Verbal and Spatial Abilities, Improved Memory Function (long & short-term). The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.
Keywords: Foreign languages, self-regulated, learning strategies, limited use of technologies.
1. Language learning skills.
Today, people can communicate with each other visually and audibly as well as by texting through smartphones or other similar devices. Despite this progress in communication, the talents, efforts, and experiences of individuals are still considered as important as before. Humans had tried to overcome handling lots of different languages to communicate by establishing a common language facilitating communication. These common tongues have often been the languages of the states that have retained the economic, military, or political power of the era: Latin, French and English. Research into language learning strategies has passed through several phases since the first studies of good language learners nearly four decades ago suggested an expanded definition of strategies as specific actions taken by the learner to make learning easier, faster, more enjoyable, and more self-directed and more transferable to new situations various models have been suggested so far for the categorization of language learning strategies depend on their use and role in the learning process. According to, it is not convincing yet how many strategies are possible, how they ought to be described and classified, and whether it will be possible to establish a certain and validated hierarchy of strategies. More, it is not possible to come to an eventual agreement on precisely among the theorists. But still, some major models have emerged in the field so far which are Rubin's classification of direct and indirect strategies, Oxford's six-category model (SILL), O'Malley and Chamot's four-category strategy taxonomy (Ayhan, 2016).
When language learners apply strategies that are more appropriate for them, it is revealed that they are to have a more permanent and easy learning process. Thus, instead of just teaching the language directly to the learners, teaching both the target language and the language learning strategies, and regarding them as responsible for their learning may lead to better language acquisition. Teachers should provide an environment and opportunity for students to develop an effective language learning strategy in the classroom environment since language learning strategies and beliefs are considered to be crucial factors for learning a foreign language (Dickinson, 1995, Wenden, 1991). To do this, it is necessary to determine the language learning strategies and levels of the students primarily. 1.2. Foreign Language Enjoyment.
Positive emotions, such as enjoyment, pride, and flow, have been regarded as being efficient in facilitating learning (MacIntyre and Gregersen, 2012; Lake, 2013). Among the positive emotions, enjoyment has been recognized as a most typical positive emotion experienced by foreign language learners and has received increasing attention from researchers in the field of educational psychology Enjoyment was a sense of satisfaction and reward that generated from activities or the achievement of activities. In the literature of educational psychology, enjoyment is often defined as a positive psychological state coming from the efforts by the person who stretches beyond himself to accomplish something challenging or difficult. In the area of English language education, English enjoyment refers to students' liking for learning English as a foreign language. Specifically, in the foreign language learning context, experiencing enjoyment involves concentration, clearing goals and immediate feedback that can help learners build resources. Foreign language enjoyment was also positively associated with academic achievement by promoting psychological resiliency, relieving negative arousal, and broadening learners' instant thought-action repertoires. In the literature on students' use of technology for language learning, while there were various accounts of language learners actively engaging in self-initiated learning activities, it was also frequently reported that there was little and limited use of technologies for language improvement particularly outside the classroom, despite the frequent use of a wide repertoire of technologies for entertainment or infotainment. Such little and limited use of technologies for real language learning purposes is often attributed to a lack of intrinsic interest or enjoyment toward the target language the students are learning. Nevertheless, this assumption has not been empirically well-tested yet.
Clearly, it can be concluded from the above review that while there has been an attempt to integrate learning strategies with elements of SRL and metacognition in the context of technology supported language learning, the literature on the application of self-regulation in technology-supported second language learning is still fairly limited. Although the importance of the role of the strategic and motivational factors in first and
second language contexts has been well documented, how these factors function in relation to students learning achievement in the context of technology use for self-regulated language learning has been under-researched.
2. Self-Regulated Language Learning in Technology-Using Conditions.
Self-regulated learning theories emphasized two things. Firstly, how learners select,
organize or create beneficial learning environments for themselves. Secondly, how learners plan and control the form and quantity of their own instruction (Zimmerman, 2010). In addition, an important predictor that is recognized for student academic achievement was the Self-regulated learning (SLR) strategy. Moreover, SRL strategy is actually a learning process which provides opportunity to the students in order to plan, monitor, and assess their learning independently (Zumbrum, Tadlock, & Roberts, 2011). Similarly, self-regulated learning is also defined as a process of management that is very beneficial and useful for students because it enables the learners to achieve their aims and goals. In other words, self-regulated learning strategy is indication to increase the knowledge and it is also indispensable for academic development and for achieving desired learning goals (Farah, 2017). Students gained confidence while they adapt SRL strategies reflectively within recursive cycles of task analysis, use of strategy, and monitoring (Shuy & Ovae, 2010). In the same way, Boer, Bergstra, and Kostons (2012); Pedrosa, Cravino, Morgado, and Barreira, (2017) indicated about students achievement which can be enhanced by use of self-regulated learning interventions. Likewise, the study of Sardareh, Saad, and Boroomand, (2012) revealed a strong relationship between Irani school students' academic achievement and the use of SRL strategies. In addition, achievement of fifth-grade science students was increased by use of SRL strategy in Tehran. As a result, it is suggested that the teacher should be equipped with SRL techniques in their in-service teacher training (Fatemeh, Masoud, & Elaheh, 2018). In the same way, another study in Romania claimed that if self-regulatory skills are developed then science students (1st year) and teachers will both get benefit by having more creative and fruitful learning experiences (Cazen, 2013). Correspondingly, results of the research revealed that university students' achievement was also effected by metacognitive self-regulation, time and study environment management skills, in Turkey (Ozan, Gundogdu, Bay, & Celken, 2012).
3. Conclusion.
Education contributes to the knowledge about Chinese EFL undergraduate students SRL strategies in technology-using conditions. The results of the study add to the literature that considers how technology-based SRL strategies are associated with students' language learning achievement. From a theoretical perspective, our research extends SRL theories to technology-using language learning conditions, particularly with respect to the significant role of English enjoyment and English language self-efficacy, and in relation to students' English learning outcomes. Pedagogically,
awareness of the complex interrelationships among SRL strategies, English enjoyment, English language self-efficacy, and learning outcomes is helpful for educators to clearly understand what actually motivates and empowers students' self-directed technology use for learning and the quality of this technology-based learning process. It is thus important for educators to create a pleasant and inspiring environment that empowers students in self-regulation of their technology-facilitated English learning practices so that they experience learning success and satisfaction inside and outside the classroom.
The Renaissance in Central Asia resulted in the greatest achievements in the political, economic and spiritual life of society. During this period, political and legal sciences, new literature and art, medicine, philosophy, and a new aesthetic consciousness were created. [7]
REFERENCES
1. Ainley, M., and Hidi, S. (2014). "Interest and enjoyment," in International Handbook of Emotions in Education, eds R. Pekrun and L. Linnenbrink-Garcia, (New York, NY: Routledge), 205-227.
2. Hong, J. C., Hwang, M. Y., Tai, K. H., and Lin, P. H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students' learning progress.
3. Graham, S., Harris, R. K., Moran, S., & Saddler, B. (2004). Preventing writing difficulties: the effects of planning strategy instruction on the writing performance of struggling writers.
4. Zhang. Z. (2018). Self-regulated learning in the classroom: Realising the potential for Australia's high capacity students. Assessment Research Centre, Melbourne Graduate School of Education.
5. Lai, C., Wang, Q., and Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Comput. Educ. 59, 569-579.
6. MacIntyre and Gregersen, 2012; Lake, 2013.
7. Tolibjonovich, M. T. (2021). EASTERN RENAISSANCE AND ITS CULTURAL HERITAGE: THE VIEW OF FOREIGN RESEARCHERS. ResearchJet Journal of Analysis and Inventions, 2(05), 211-215.
