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Do social regulation strategies predict learning engagement and learning outcomes? A study of English language learners in wiki-supported literature circles activities

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Abstract

Combining wiki technology with the literature circles could be powerful and beneficial for promoting the learning of English as a foreign language (EFL). However, little research has been conducted to investigate the role of EFL students’ social forms of regulatory strategies in their learning performance in the context of wiki-supported literature activities. This research explored how students’ social regulation strategies relate to learning engagement and learning outcomes. Ninety-five college EFL students participated in wiki-supported literature circles activities. The results showed that “socially shared regulation” acted as a predictor for students’ engagement, while “co-regulation” acted as a predictor for students’ learning outcomes. The results also highlighted the roles of “monitoring,” “time management,” and “task understanding” in predicting students’ learning performance. In addition, this study also revealed that the students’ social regulation strategies focused more on “planning,” “time management,” and “task understanding”, with few regulatory strategies in “evaluation” and “content monitoring.” The results are discussed, and suggestions for teachers, tool developers and researchers are also proposed.

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Acknowledgements

The authors would like to thank the anonymous reviewers for their enlightening comments and suggestions.

Funding

This work was supported by National Natural Science Foundation of China (61877003), Humanities and Social Sciences Fund of Chinese Ministry of Education (18YJC740084), Teaching Reform Project supported by Beijing University of Posts and Telecommunications (2017JY64), and the International Joint Research Project of Faculty of Education, Beijing Normal University.

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  1. School of Educational Technology/Research Center for Knowledge Engineering, Beijing Normal University, Xinjiekouwai Street, Haidian Disrict, Beijing, 100875, China

    Yanyan Li, Kailiang Chen & Xiangli Yue

  2. Center for Research on Technology-Enhanced Language Education, Beijing University of Posts and Telecommunications, No.10, Xitucheng Road, Haidian District, Beijing, 100876, China

    You Su

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Li, Y., Chen, K., Su, Y. et al. Do social regulation strategies predict learning engagement and learning outcomes? A study of English language learners in wiki-supported literature circles activities. Education Tech Research Dev 69, 917–943 (2021). https://doi.org/10.1007/s11423-020-09934-7

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