Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom
Bibliographic Data
| ID | 21297616 |
|---|---|
| Authors | Chun Lai (0000-0002-7915-113X, Faculty of Education The University of Hong Kong Hong Kong P.R. China, corresponding author), Qianshan Chen (School of Foreign Language Studies Hangzhou Dianzi University Hangzhou P.R. China), Yabing Wang (0000-0003-3539-2633, School of English Education Guangdong University of Foreign Studies Guangzhou P.R. China), Xuedan Qi (Institute for International Education Guangdong University of Foreign Studies Guangzhou P.R. China) |
| Year | 2024 |
| Volume | 55 |
| Issue | 1 |
| Pages | 379-397 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13366 |
| OpenAlex | W4384931721 |
| Language | EN |
| Citations received | 29 |
| References cited | 71 |
Individual interest and self‐regulation are two pillars of self‐directed learning. Despite empirical evidence on the interaction between the two with respect to academic achievement, few studies have explored how individual interest and self‐regulation might interact and relate to self‐directed informal learning. This study surveyed 322 university students on self‐regulation and two interest constructs (interest in learning English and interest in pursuing personal interest in English), and tested how these factors related to their engagement in self‐directed use of technology for English learning beyond the classroom. Structural equation modelling analysis revealed that despite both being significant determinants, interest factors, and self‐regulation were associated differently with various types of self‐directed technological activities (instruction‐, information‐, entertainment‐ and socialization‐oriented activities). Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities, which have high cognitive load and require effort management for second‐language learners. Interest in English learning was consistently a significant predictor of all four types of technological activities. Interest in pursuing personal interest in English played a significant role in information‐ and entertainment‐oriented technological activities. The findings recommend greater attention to individual interest when promoting self‐directed informal learning. The findings further suggest adopting a differentiated approach to bolstering self‐directed learning for different purposes. Practitioner notes What is already known about this topic Self‐regulation is important to self‐directed learning. Subject‐matter interest and self‐regulation interplay to influence academic performance in formal learning contexts. What this paper adds Interest and self‐regulation interplayed to shape self‐direction in informal learning contexts. Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities. Interest factors added additional explanation power on self‐directed technological activities. Both subject‐matter interest and the integration of personal interest with subject learning were significant determinants. The integration of personal interest with subject learning mediated the influence of subject‐matter interest. Implications for practice and/or policy Educational interventions need to work simultaneously on both interest and self‐regulation to bolster self‐directed learning. Educators need to address different factors when boosting different types of technological activities. A relative stance needs to be taken since self‐regulation might play a less significant role in less taxing technological activities. It is important to deliberately integrate students' personal interests into English learning and help students perceive and act on the integration
Autodidacticism · Mathematics education · Self-interest · Socialization · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology
Investigating the impact of ChatGPT-assisted self-assessment on college students' writing development
Fostering generative AI-supported self-regulated learning (GenAI-SRL) in informal digital language learning through literacy and interactions
Intelligent Assessment of students’ Classroom Interest Based on Multidimensional Visual Perception
Unpacking the Effects of GenAI on Cultivating Students’ Computational Thinking
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Community of inquiry
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Self-regulation plus individual interests? A design-based study on the development of a GenAI-empowered platform for self-directed out-of-class reading
How does social support detected automatically in discussion forums relate to online learning burnout? The moderating role of students’ self-regulated learning
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Purpose Profiles in Informal Digital Learning of English
Investigating the Relationship Between E‐Learning and Academic Performance Among Chinese English Foreign Language Students
A meta-analysis examining AI-assisted L2 learning
The role of self‐regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students
Teachers' digital initiatives to bridge students' in‐class and out‐of‐class language learning and the influencing factors
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Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction
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Understanding self-regulated grammar learning with LLM chatbot support
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
Leveraging self-regulation theory in mobile learning
Understanding the impact of out-of-school English exposure on self-perceived listening gains
Understanding EFL learners' flow
The Influence of Study Interest, Perceived Autonomy Support, and Student Enthusiasm on Class-Related Boredom of English Majors
Research agenda
Applying the online language learners' characteristics model in connection with various personality traits
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The Power of Interest for Motivation and Engagement
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Lateral Collinearity and Misleading Results in Variance-Based SEM
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Interest, Learning, and Motivation
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The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
Best Practices in Exploratory Factor Analysis
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The Four-Phase Model of Interest Development
The Impact of Out-of-School Factors on Motivation to Learn English
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
The potential for digital technology to support self-directed learning in formal education of children
Self-regulated mobile game-based English learning in a virtual reality environment
Goal-oriented active learning (Goal) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading
The effects of ICT-based social media on adolescents' digital reading performance
University students’ use of mobile technology in self-directed language learning
Formal Versus Informal L2 Learning
The three faces of interests
Interest and Self-Sustained Learning as Catalysts of Development
Technology use, self-directed learning, student engagement and academic performance
Uses and Gratifications
Comparing autonomous and class-based learners in Brazil
Understanding vocabulary acquisition, instruction, and assessment
Academic self-efficacy, task importance and interest
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
The role of interest in optimizing performance and self-regulation
Reading with a Purpose
Scale Development Research
Learning, Teaching, and Scholarship in a Digital Age
Principles and Practice of Structural Equation Modeling
Self-directed learning
| Unique citing works | 29 |
|---|---|
| Citations per year | 14,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |