The relationship between Chinese university students' conceptions of language learning and their online self-regulation

Chunping Zheng, Jyh Chong Liang, Yu Fang Yang, Chin Chung Tsai

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

In the field of second language acquisition, an increasing amount of research has been conducted on learner beliefs and self-regulation. Less attention, however, has been focused on the relationship between the two constructs in online learning environments. This study reports on a quantitative inquiry about the relationship between Chinese learners' conceptions of language learning and their online self-regulation. Data were collected through two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulated English Learning (OSEL), among 401 university students in China. The findings provide empirical evidence linking learners' COLE with their OSEL. In particular, the two factors in the COLE, such as language learning as "Understanding and seeing in a new way" and "Memorizing," play powerful and positive roles in predicting learners' online self-regulation. More interestingly, the study reveals that emphases on achieving success in examinations may relate to learners' unsophisticated conceptions of language learning, which negatively associate with their online self-regulation. These findings suggest that language instructors reinterpret learners' preference for memorization in the learning process and adopt pedagogical methods to foster sophisticated conceptions of learning among learners. Second, we recommend that policy-makers be aware of the negative influence of "Testing" and diversify assessment methods in language education.

Original languageEnglish
Pages (from-to)66-78
Number of pages13
JournalSystem
Volume57
DOIs
Publication statusPublished - 2016 Apr 1

Fingerprint

self-regulation
university
language
learning
student
Self-regulation
Conceptions of Language
Language Acquisition
language education
Conceptions of Learning
language acquisition
learning process
instructor
learning environment
Learning English
examination
China
questionnaire

Keywords

  • Conceptions of language learning
  • Conceptions of learning
  • Higher education
  • Learner beliefs
  • Online self-regulation
  • Self-regulated learning

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

The relationship between Chinese university students' conceptions of language learning and their online self-regulation. / Zheng, Chunping; Liang, Jyh Chong; Yang, Yu Fang; Tsai, Chin Chung.

In: System, Vol. 57, 01.04.2016, p. 66-78.

Research output: Contribution to journalArticle

@article{3223607fa9d04c278e425fc5ba6b1f46,
title = "The relationship between Chinese university students' conceptions of language learning and their online self-regulation",
abstract = "In the field of second language acquisition, an increasing amount of research has been conducted on learner beliefs and self-regulation. Less attention, however, has been focused on the relationship between the two constructs in online learning environments. This study reports on a quantitative inquiry about the relationship between Chinese learners' conceptions of language learning and their online self-regulation. Data were collected through two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulated English Learning (OSEL), among 401 university students in China. The findings provide empirical evidence linking learners' COLE with their OSEL. In particular, the two factors in the COLE, such as language learning as {"}Understanding and seeing in a new way{"} and {"}Memorizing,{"} play powerful and positive roles in predicting learners' online self-regulation. More interestingly, the study reveals that emphases on achieving success in examinations may relate to learners' unsophisticated conceptions of language learning, which negatively associate with their online self-regulation. These findings suggest that language instructors reinterpret learners' preference for memorization in the learning process and adopt pedagogical methods to foster sophisticated conceptions of learning among learners. Second, we recommend that policy-makers be aware of the negative influence of {"}Testing{"} and diversify assessment methods in language education.",
keywords = "Conceptions of language learning, Conceptions of learning, Higher education, Learner beliefs, Online self-regulation, Self-regulated learning",
author = "Chunping Zheng and Liang, {Jyh Chong} and Yang, {Yu Fang} and Tsai, {Chin Chung}",
year = "2016",
month = "4",
day = "1",
doi = "10.1016/j.system.2016.01.005",
language = "English",
volume = "57",
pages = "66--78",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - The relationship between Chinese university students' conceptions of language learning and their online self-regulation

AU - Zheng, Chunping

AU - Liang, Jyh Chong

AU - Yang, Yu Fang

AU - Tsai, Chin Chung

PY - 2016/4/1

Y1 - 2016/4/1

N2 - In the field of second language acquisition, an increasing amount of research has been conducted on learner beliefs and self-regulation. Less attention, however, has been focused on the relationship between the two constructs in online learning environments. This study reports on a quantitative inquiry about the relationship between Chinese learners' conceptions of language learning and their online self-regulation. Data were collected through two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulated English Learning (OSEL), among 401 university students in China. The findings provide empirical evidence linking learners' COLE with their OSEL. In particular, the two factors in the COLE, such as language learning as "Understanding and seeing in a new way" and "Memorizing," play powerful and positive roles in predicting learners' online self-regulation. More interestingly, the study reveals that emphases on achieving success in examinations may relate to learners' unsophisticated conceptions of language learning, which negatively associate with their online self-regulation. These findings suggest that language instructors reinterpret learners' preference for memorization in the learning process and adopt pedagogical methods to foster sophisticated conceptions of learning among learners. Second, we recommend that policy-makers be aware of the negative influence of "Testing" and diversify assessment methods in language education.

AB - In the field of second language acquisition, an increasing amount of research has been conducted on learner beliefs and self-regulation. Less attention, however, has been focused on the relationship between the two constructs in online learning environments. This study reports on a quantitative inquiry about the relationship between Chinese learners' conceptions of language learning and their online self-regulation. Data were collected through two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulated English Learning (OSEL), among 401 university students in China. The findings provide empirical evidence linking learners' COLE with their OSEL. In particular, the two factors in the COLE, such as language learning as "Understanding and seeing in a new way" and "Memorizing," play powerful and positive roles in predicting learners' online self-regulation. More interestingly, the study reveals that emphases on achieving success in examinations may relate to learners' unsophisticated conceptions of language learning, which negatively associate with their online self-regulation. These findings suggest that language instructors reinterpret learners' preference for memorization in the learning process and adopt pedagogical methods to foster sophisticated conceptions of learning among learners. Second, we recommend that policy-makers be aware of the negative influence of "Testing" and diversify assessment methods in language education.

KW - Conceptions of language learning

KW - Conceptions of learning

KW - Higher education

KW - Learner beliefs

KW - Online self-regulation

KW - Self-regulated learning

UR - http://www.scopus.com/inward/record.url?scp=84957890696&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84957890696&partnerID=8YFLogxK

U2 - 10.1016/j.system.2016.01.005

DO - 10.1016/j.system.2016.01.005

M3 - Article

AN - SCOPUS:84957890696

VL - 57

SP - 66

EP - 78

JO - System

JF - System

SN - 0346-251X

ER -