ICT and EFL Students’ Self-Regulation Mastery: Educational Meat or Poison?
Keywords:
ICT, self-regulation, EFLAbstract
This study used a pretest–posttest control group design to find out if application of ICTs including internet, e-mail, blogs, Skype, and PowerPoint could develop Iranian English students’ self-regulated learning. To this end, sixty (N=60) English students within the experimental and control groups took part in the study. While internet, e-mail, blogs, Skype, and PowerPoint were used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Lai and Gu (2011) was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.
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