Designing Activities to Promote Self-Regulated Learning Skills and Increase Motivation: A Case Study of Thai Intermediate and Upper Intermediate Japanese Language Learners
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Abstract
The Novel Coronavirus 2019 (COVID-19) pandemic changed teaching management as student motivation declined. To address this challenge, a learning activity was designed: Improve Your Japanese by Yourself. A self-regulated learning model was used to promote relevant skills related to lifelong learning and boost motivation. Students performing this activity evaluated their Japanese language proficiency to analyze weaknesses, set goals, plan, select methods, practice outside the classroom, record, and self-monitor. The subjects were 41 university intermediate and upper intermediate level Japanese learners. Data were gathered from student reports and a satisfaction survey. Results were that: 1) all students used as strategies self-evaluation; organizing and transformation; goal setting and planning; seeking information; keeping records and monitoring; and reviewing records, while fewer than 25% used social assistance or self-applied rewards and punishments; and 2) student satisfaction with Improve Your Japanese by Yourself was at the highest level, at 4.53 points. These findings suggest that Improve Your Japanese by Yourself may promote self-regulated learning skills while potentially motivating students to study the Japanese language. Students exhibited strategic use in three self-regulated learning process phases: forethought, performance, and self-reflection.
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