Self-regulated strategies and English grammar learning in online environment
Resumen
This study investigates the impact of self-regulated learning (SRL) strategies on English grammar learning in an online environment among beginner university students. A quantitative descriptive design was employed, involving 213 participants selected through systematic sample at a public university in Ecuador. Data were collected using a Likert-scale survey to identify SRL strategies and an Achievement Grammar test to evaluate proficiency in different grammar areas, such as verb tenses, sentence structure, and punctuation. The findings revealed that while students frequently used goal-setting and resource management strategies, self- monitoring and self-assessment were less used. The achievement grammar test showed high levels of grammar proficiency, with 91.1% of students achieving excellent scores, although challenges still persisted in specific areas like subject-verb agreement and punctuation. The study concludes that promoting diverse SRL strategies, especially those involving self- evaluation, could enhance grammar learning outcomes in online settings
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Referencias
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Publicado 2025-03-28
Palabras clave
- estrategias de aprendizaje autorregulado,
- gramática inglesa,
- entorno en línea
Número
Sección
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