Unlocking Learners' Proficiency: Impact of the Modified One-Minute Paper Strategy on Self-Regulation and Student Perceptions in an English Course
DOI:
https://doi.org/10.14456/jlapsu.2024.1Keywords:
one-minute paper, self-regulation, English learners, teaching methods, formative assessmentAbstract
Abstract
This study examined the effect of the modified One-Minute Paper (OMP), as a self- assessment tool, on language learners’ self-regulation in learning as well as the extent to which it promoted their self-regulation. Moreover, the learners’ opinions about the use of the modified OMP in their English course were also explored. Subjects in this study were 36 juniors and seniors with high and moderate levels of self-regulation who enrolled in an English course. Throughout the semester, they reflected on their learning by completing the modified OMP once a week. This study employed a mixed- method design. For quantitative data, the self-regulated trait questionnaires were administered twice. Descriptive statistics, namely mean, S.D., and the t-test were used to analyze the learners’ improvement on self-regulation in learning. For qualitative data, in-depth interviews were conducted to elaborate the quantitative results and to investigate learner’s opinions about the use of the modified OMP. The findings revealed that the modified OMP significantly developed self-regulation skills among students with a moderate level at the level of 0.05. Specifically, they became more behaviorally proactive in their learning processes, particularly in the sub-process of time management. For the opinions about the use of the modified OMP, most of the students were satisfied with the strategy since it enhanced their metacognitive skill, involving their ability to plan, monitor, evaluate, and re-plan, as well as their motivation in learning.
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