ELT CONFERENCE

• newEditor
• English
• University

Empowering learners through self-regulation

This conference will explore the of self regulated learning, focusing on practical strategies, that empower individuals to become more autonomus, effective, and resilient learners.

What do you do when you don't understand something?

Write your strategies!

When you're struggling with a topic, what emotions do you experience?

What was one thing you will do again because it helped you learn better?

Write your strategies!

When a task felt difficult or boring, what was the internal reason or thought that made you decide to keep going and finish it, instead of giving up?

SELF-REGULATED LEARNING

SELF-REGULATED LEARNING

COGNITIVE

read

elaborate

summarize

Analyze the task and develop a plan.

SELF-REGULATED LEARNING

COGNITIVE

read

elaborate

summarize

AFFECTIVE

boredom

confusion

frustration

Emotions felt during the learning process.

Analyze the task and develop a plan.

SELF-REGULATED LEARNING

COGNITIVE

read

elaborate

summarize

AFFECTIVE

boredom

confusion

frustration

METACOGNITIVE

self-monitoring

Reflection

Emotions felt during the learning process.

Analyze the task and develop a plan.

Systematically track progress, performance, and understanding.

SELF-REGULATED LEARNING

COGNITIVE

read

elaborate

summarize

AFFECTIVE

boredom

confusion

frustration

METACOGNITIVE

self-monitoring

Reflection

Emotions felt during the learning process.

Analyze the task and develop a plan.

Systematically track progress, performance, and understanding.

MOTIVATIONAL

task value

interest

How you further motivate yourselves.

O’CONNELL, K. (n.d.). Cycle of self-regulated learning. Carleton. Retrieved from https://www.carleton.edu/trio/faculty-staff/self-regulated.

"Everyone is a self-regulated learners, but not everyone is a productive self-reguloated learner."

(Molenaar. et al.,  2023)

I study in a suitable place where I can concentrate

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

When I am reading, I stop once in a while to review what I have read

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I make necessary changes in my study plan to improve learning

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

I try to strengthen the strategies that worked for me previously

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

I don’t feel motivated to study difficult subjects

1

Always

2

Sometimes

3

Never

Forethought

I go through the study material carefully to understand it properly

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

Before I start studying, I make a schedule

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

I study in a manner that makes it more interesting/enjoyable

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I use keywords/ abbreviations to improve learning

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

When my studies are affected, I try to identify my mistakes

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

I learn by teaching others

1

Agree

2

Neither agree, nor disagree

3

Disagree

Performance control

I set targets before I start studying

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

While I am studying, I try to get rid of any distractions that are around me

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I keep a track of study areas in which I am lacking

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

I don’t have the habit of maintaining notes

1

Agree

2

Neither agree, nor disagree

3

Disagree

Performance control

After my exam, I reflect back upon areas I could have done better

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

Before I study, I make an outline of the content

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

I constantly assess the amount of effort I put in studies

1

Not applied

2

Occasionally applied

3

Frequently applied

Self-reflection

I memorize key words to remind me of important concepts

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I organize the study material before I start studying

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

I focus more on difficult tasks while studying

1

Agree

2

Not agree, not disagree

3

Disagree

Performance control

If I miss a class, I take the help of others to cover the topics

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I keep my assignments and class notes complete

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I organize my time according to the difficulty of a task

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

I motivate myself to do better than before

1

Agree

2

Neither agree, nor disagree

3

Disagree

Forethought

While studying I utilize different sources of information (lectures, reading and discussions)

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I set a goal for how much to study each day

1

Not applied

2

Occasionally applied

3

Frequently applied

Forethought

I make simple charts, diagrams or tables while studying

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I seek help when unable to understand a concept

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

I refer to my class notes whenever necessary

1

Not applied

2

Occasionally applied

3

Frequently applied

Performance control

References

Molenaar, I., De Mooij, S., Azevedo, R., Bannert, M., Järvelä, S., & Gašević, D. (2022). Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data. Computers In Human Behavior, 139, 107540. https://doi.org/10.1016/j.chb.2022.107540

Nambiar, D., Alex, J., & Pothiyil, D. I. (2022). Development and validation of Academic Self-regulated Learning Questionnaire (ASLQ). International Journal Of Behavioral Sciences, 16(2). https://doi.org/10.30491/IJBS.2022.321176.1730

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Thank you for attending