Self-regulated out-of-class language learning with technology

By Chun Lai, M. Gu. 2011

398 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/5e6db4d1916592d94dc9c5700e76d07247c1e51e

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Understanding the Quality of Out‐of‐Class English Learning (2015, background): “In language learning, this diversity manifests itself in a balanced focus on form and meaning (Ellis, 2005) and the fulfillment of the learner’s various needs in language learning (Bäumer et al. 2011; Blyth & LaCroix-Dalluhn, 2011; Lai & Gu, 2011).”
University teachers’ perceptions of Online Informal Learning of English (OILE) (2015, background): “Focussing specifically on the online and informal components of OCLL associate it closely with what Lai and Gu have called “self-regulated out-of-class language learning with technology” (Lai & Gu 2011, p. 317).”
The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, methodology): “This is because English aptitudes endow online English learners with the confidence and motivation needed to positively transform their mental skills into language skills [31,43].”
Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “Nevertheless, some researchers identified that learners’ active use of technology for language learning does not necessarily guarantee satisfactory outcomes (Lai and Gu, 2011) and does not really reflect a sound understanding of their effective use (Oxford, 2009; Kennedy and Miceli, 2010).”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “There is a lack of attention given to self-organizing online communities (Hur & Brush, 2009) and, in particular, how students use various technologies to support learning on their own initiative and beyond the classroom (Lai & Gu, 2011; Vaughan, Nickle, Silovs, & Zimmer, 2011).”
The impact of online use of English on motivation to learn (2020, background): “Lai and Gu (2011), for example, identified learners with high levels of self-regulation in language learning generally tended to use more technology outside class, as did those with higher self-efficacy for technology use.”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, neutral): “Technology-enhanced language learning practices can not only engage EFL students in self-regulated learning (Lai & Gu, 2011; Kondo et al., 2012), but also produce a positive impact on their self-efficacy (Henderson, Huang, Grant, & Henderson, 2012; Kissau, 2012; Wu & Yang, 2016).”