The impact of reflective learning on EFL learners’ self-regulation: A mixed methods study

Subject Areas : Curriculum Design and Development

Salman Asshabi ¹ ( Ph.D. Candidate, Department of Foreign Languages, Faculty of Literature, Humanities and Social Sciences; Science and Research Branch, Islamic Azad University, Tehran, Iran )
Mojgan Rashtchi ² ( TEFL Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Tehran, Iran. )
Masood Siyyari ³ ( Department of Foreign Languages, Faculty of Literature, Humanities and Social Sciences; Science and Research Branch, Islamic Azad University, Tehran, Iran. )

Received: 2024-05-29 Accepted : 2024-09-01 Published : 2024-09-20

Keywords: Kolb’s Experiential Learning Cycle, Reflective Learning, Self-regulation,

Abstract :

Self-regulation equips learners with the expertise to continue and improve their studies throughout their life span. The current study investigated the impact of reflective learning using Kolb’s cyclical stages on EFL learners’ self-regulation. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the Reflective (n=30) and Non-reflective (n=31) groups. During an eight-week instruction, the Reflective group experienced reflective practices, and the Non-reflective group was exposed to traditional teaching. The data were collected through Seker’s (2016) Self-Regulated Questionnaire, administered before and after the treatment and participants’ think-aloud protocols. The quantitative data analysis using ANCOVA and MANOVA revealed that the Reflective group significantly outperformed the Non-reflective group in all self-regulated learning components except for external and metacognitive self-regulation subscales. The protocol data analysis substantiated the quantitative findings, indicating that reflective learning significantly improved learners’ self-regulated skills. The results offer significant implications for language instructors and language learners.

References:

Aali Shirmard, A., Nateghi F, Faghihi A. (2022). Designing and Validating the Optimal Model of Extracurricular Curriculum for Junior High School Students with a Social Harms Prevention Approach. Curriculum Research, 2(3), 18-31.
Asselin, M., Fain, J.A. (2013). Effect of reflective practice education on self- reflection, insight, and reflective thinking among experienced nurses: A pilot study. Journal for Nurses in Professional Development 29(3), 111- 119. http://dx.doi.org/10.1097/NND.0b013e318291c0cc
Boor, I., & Cornelisse, S. (2021). How to encourage online self-regulation of students. Communications of the Association for Information Systems, 48(1), 27. http://dx.doi.org/10.17705/1CAIS.04827
Burner, K. J. (2007). The effects of reflective and reflexive writing prompts on students’ self-regulation and academic performance. The Florida State University.
Chang, C. C., Liang, C., Shu, K. M., Tseng, K. H., & Lin, C. Y. (2016). Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning? Technology, Pedagogy and Education, 25(3), 317-336. https://doi.org/10.1080/1475939X.2015.1042907
Chou, S. W., Hsieh, M. C., & Pan, H. C. (2024). Understanding the impact of self-regulation on perceived learning outcomes based on social cognitive theory. Behaviour & Information Technology, 43(6), 1129- 1148. https://doi.org/10.1080/0144929X.2023.2198048
Cohen, A.D. (1998). Strategies in learning and using a second language. Longman.
Creswell, J.W. (2015). A concise introduction to mixed methods research. Sage.
Daff, L., Tame, C., & Sands, J. (2024). A course design approach that encourages reflective practice habits. The International Journal of Management Education, 22(2), Article 100990. https://doi.org/10.1016/j.ijme.2024.100990
Deekens, V.M., Greene, J.A., & Lobczowski, N.G. (2018). Monitoring and depth of strategy use in computer‐based learning environments for science and history. British Journal of Educational Psychology, 88(1), 63-79. http://dx.doi.org/10.1111/bjep.12174
Dewey, J. (1933). How we think: A re-statement of the relation of reflective thinking to the education process. Heath & Co.
Dunn, R. H. (2023). The modern classrooms project: Student efficacy and achievement [Doctoral dissertation, East Tennessee State University].
Field, A. (2009). Discovering statistics using SPSS (3rd ed). Sage.
Frank, N. (2023). Learning beyond content: Using weekly reflection to promote student confidence and lifelong learning. Habits of Mind. Paper 9.
Fullana, J., Pallisera, M., Colomer, J., Fernández Peña, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: A qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008-1022. https://doi.org/10.1080/03075079.2014.950563
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101–114. https://doi.org/10.1007/s10734-016-0031-y
Greenwood, J.C. (2010). The effect of reflective portfolio use on student self- regulation skills in science. Western Connecticut State University.
Hsieh, H.F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Karaoğlan Yılmaz, F.G., Olpak, Y.Z., & Yılmaz, R. (2018). The effect of the metacognitive support via pedagogical agent on self-regulation skills. Journal of Educational Computing Research, 56(2), 159-180. http://dx.doi.org/10.1177/0735633117707696
Kolb, D.A. (1984). Experiential learning. Prentice-Hall.
Kolb, D. (1994). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Author……………………….
Latham-Koenig, C., Oxenden, C., & Seligson, P. (2017). American English file. Oxford University Press.
Lazarton, A. (1991). A computer supplement to accompany: Hatch and Lazaraton- the research manual: Design and statistics for applied linguistics. Newbury House Publishers.
Li, H., & Deng, J. (2024). A survey on the current situation of self-regulated learning in online environment—taking a course of Chinese culture as an example. Automation and Machine Learning, 5(1), 138-144. https://dx.doi.org/10.23977/autml.2024.050118
Lofdahl, H.A. (2023). An investigation of variables that predict string students’ musical achievement. The University of North Carolina at Greensboro.
Loksa, D., Margulieux, L., Becker, B. A., Craig, M., Denny, P., Pettit, R., & Prather, J. (2022). Metacognition and self-regulation in programming education: Theories and exemplars of use. ACM Transactions on Computing Education (TOCE), 22(4), 1-31. http://dx.doi.org/10.1145/3487050
Lundgrén-Laine, H., & Salanterä, S. (2010). Think-aloud technique and protocol analysis in clinical decision-making research. Qualitative Health Research, 20(4), 565-575. http://dx.doi.org/10.1177/1049732309354278
McKay, S.L. (2006). Researching second language classrooms. Routledge.
Merriam, S., & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide (2nd edition). Jossey-Bass.
Milikić, N., Gašević, D., Jovanović, J. (2018). Measuring effects of technology- enabled mirroring scaffolds on self-regulated learning. IEEE Transactions on Learning Technologies, 13(1), 150-163. http://dx.doi.org/10.1109/TLT.2018.2885743
Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. Routledge Falmer.
Morrison, K. (2019). Reflective practice at the Scottish prison service. Work Based Learning e-Journal International, 8(1), 122–128.
Muthmainnah, M., Cardoso, L., Alsbbagh, Y.A.M.R., Al Yakin, A., & Apriani, E. (2024, June). Advancing sustainable learning by boosting student self- regulated learning and feedback through AI-driven personalized in EFL education. In A. Alnoor, M. Camilleri, H.A. Al-Abrrow, M. Valeri, G.E. Bayram, Y.R. Muhsen (Eds.), International Conference on Explainable Artificial Intelligence in the Digital Sustainability (pp. 36– 54). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031- 63717-9_3
Pazhoman, H., & Sarkhosh, M. (2019). The relationship between Iranian English high school teachers’ reflective practices, their self-regulation and teaching experience. International Journal of Instruction, 12(1), 995-1010. https://doi.org/10.1080/14623943.2017.1379384
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9(1-2), 81-95.
Pike, P. D. (2017). Exploring self-regulation through a reflective practicum: a case study of improvement through mindful piano practice. Music Education Research, 19(4), 398–409. https://doi.org/10.1080/14613808.2017.1356813
Ramsey, C. (2006). Introducing reflective learning. Thanet Press.
Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self- regulated learning, Computers & Education, 215, Article 105041. https://doi.org/10.1016/j.compedu.2024.105041
Schön, D.A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. Jossey-Bass.
Schunk, D.H., & Greene, J.A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D.H. Schunk & J.A. Greene (Eds.). Handbook of self-regulation of learning and performance (pp. 1–15). Routledge/Taylor & Francis Group. https://doi.org/10.1007/s11409-023-09364-9
Seker, M. (2016). 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
Sellars, M. (2013). Reflective practice for teachers. Sage.
Suraworachet, W., Villa-Torrano, C., Zhou, Q., Asensio-Pérez, J.I., Dimitriadis, Y., & Cukurova, M. (2021, September). Examining the relationship between reflective writing behaviour and self-regulated learning competence: A time-series analysis. In European Conference on Technology Enhanced Learning (pp. 163-177).
Teng, L.S. (2022). Self-regulated learning and second language writing. Springer. https://doi.org/10.1007/978-3-030-99520-1_2
Tucci, A.E. (2018). Self-regulation through goal setting and reflective practice: Impact on students’ perceived scholastic competency and motivation in ninth-grade mathematics classrooms [Doctoral dissertation, Western Connecticut State University].
Van der Graaf, J., Taub, M., & Fan, Y. (2023). Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions. Metacognition and Learning, 18(3), 623-629. https://doi.org/10.1007/s11409-023-09364-9
Van Someren, M.W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method. A practical guide to modeling cognitive processes. Academic Press.
Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. http://dx.doi.org/10.1093/elt/ccv018
Wang, H.H., Chen, H.T., Lin, H.S., & Hong, Z.R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216. http://dx.doi.org/10.1080/07294360.2016.1176999
Zajda, J. (2024). Engagement, motivation, and students’ achievement. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61613-6_1
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–37). Lawrence Erlbaum.