Vol. 3 Núm. 2 (2025): Vol. 3 Núm. 2 (2025). Julio- Diciembre 2025: Revista Multidisciplinaria Investigación Contemporánea
Artículos

Self-regulated strategies and English grammar learning in online environment

DOI: 10.58995/redlic.rmic.v3.n2.a92
Isavó Montesinos Jaramillo
Universidad Nacional de Loja
Biografía
Emily Juliet Cueva Criollo
Universidad Nacional de Loja

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

Descargas

Los datos de descarga todavía no están disponibles.

Referencias

  1. Aliasin, S. H., Kasirloo, R., & Jodairi Pineh, A. (2022). The efficacy of self-regulated learning strategies on learning English grammar: The mediating role of identity styles. The Journal of Psychological Science, 21(115), 1359–1374. https://doi.org/10.52547/jps.21.115.1359 DOI: https://doi.org/10.52547/JPS.21.115.1359
  2. Basántez Quizhpi, M. (2016). Estrategias de aprendizaje en estudiantes universitarios de primer año: Un análisis exploratorio. Universidad de Cuenca. Repositorio Institucional de la Universidad de Cuenca. https://dspace.ucuenca.edu.ec/items/5b039d20-e86c-43fa-829f- 25e8ddf713be
  3. Boonlom, A., Sikkhakul, C., Laoarun, W., & Panishkan, K. (2024). Learning behaviors influenced by goal setting in selecting a field of study at the higher education level of secondary 5 and 6 students. Academic Journal Bangkokthonburi University, 13(1), 1-15.
  4. Chansri, C., Kedcham, A., & Polrak, M. (2024). The relationship between self-regulated learning strategies and English language abilities and knowledge of undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 286–307.
  5. García, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-regulated learning strategies using e-learning tools for computer science. Computers & Education, 123, 150–
  6. https://doi.org/10.1016/j.compedu.2018.05.006 DOI: https://doi.org/10.1016/j.compedu.2018.05.006
  7. Gay, L. R., Mills, G. E., & Airasian, P. (2011). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
  8. Hunutlu, Ş. (2023). Self-regulation strategies in online EFL/ESL learning: A systematic review. Sisal Journal, 14(2), 136–166. https://doi.org/10.37237/140203 DOI: https://doi.org/10.37237/140203
  9. Jakešová, L., & Kalenda, J. (2015). Self-control as a key competence in education: Challenges for the future. Procedia-Social and Behavioral Sciences, 171, 387–393. DOI: https://doi.org/10.1016/j.sbspro.2015.01.105
  10. Jafarkhani, Z., Tavakoli, A., Tavakoli, H., & Razavi, V. (2019). The mediating role of study habits in the relationship between the motivation of progress with self-regulation learning of students. Iranian Journal of Learning and Memory. https://journal.iepa.ir/article_89169_d1b78fbcbd08c5766a5b14a26dcf6842.pdf
  11. Murphy, R. (2019). English grammar in use (5a ed.). Cambridge University Press.
  12. Najat, A. (2020). Difficulties and problems students face in English grammar - Soran University students as an example. Soran University. https://doi.org/10.13140/RG.2.2.31787.57125
  13. Navas Chachapoya, E. P., Jacome Rivera, P. I., Quispe Guanoluisa, J. E., & Santana Jácome, L. R. (2024). Estrategias didácticas basadas en el aprendizaje cooperativo para mejorar la interacción y el rendimiento académico en Educación Básica. Ciencia y Educación: Revista Científica, Edición Especial, [ISSN L-2790-8402, E-ISSN 2707-3378]. https://doi.org/10.5281/zenodo.13888344
  14. Newman, M., Duarte, C., & Gómez, J. (2023). Socioeconomic barriers to English learning in Ecuador: A critical perspective. International Journal of Language Studies, 15(3), 45–60.
  15. Pabón, S., & Espinel, C.. (2023). Los desafíos de la autoevaluación en la educación superior.
  16. Repositorio Institucional de la Universidad El Bosque. https://repositorio.unbosque.edu.co
  17. Razavipour, K., Ardakani, S., & Gooniband, Z. (2020). Development and validation of a measure of self-regulated capacity in learning the grammar of English as a foreign language. Journal of Teaching Language Skills, 39, 111–142.
  18. Schneider, D., & McCoy, K. (1998). Recognizing syntactic errors in the writing of second language learners. University of Delaware. arXiv. https://doi.org/10.48550/arXiv.cmp-lg/9805012 DOI: https://doi.org/10.3115/980432.980765
  19. Schunk, D. H., & Greene, J. A. (Eds.). (2017). Handbook of self-regulation of learning and performance (2a ed.). Routledge. DOI: https://doi.org/10.4324/9781315697048
  20. Sins, P., de Leeuw, R., de Brouwer, J., & Vrieling-Teunter, E. (2024). Promoting explicit instruction of strategies for self-regulated learning: Evaluating a teacher professional development program in primary education. Metacognition and Learning, 19(1), 215–247. https://doi.org/10.1007/s11409-023-09368-5 DOI: https://doi.org/10.1007/s11409-023-09368-5
  21. Sui, C.-J., Yen, M.-H., & Chang, C.-Y. (2023). Investigating effects of perceived technology-enhanced environment on self-regulated learning: Beyond p-values. arXiv. https://doi.org/10.48550/arXiv.2306.02392 DOI: https://doi.org/10.35542/osf.io/hda78
  22. Tamayo, L., & Cajas, S. (2020). English language teaching in Ecuadorian public universities: Current challenges and opportunities. Ecuadorian Journal of English Studies, 2(1), 22–37.
  23. Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. DOI: https://doi.org/10.4324/9781315697048-2
  24. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance
  25. (pp. 19–35). Routledge.
  26. Vargas, L., Gnzlz, Y., & Campo del Paso, M. (2018). Estrategias que favorecen el aprendizaje autónomo en estudiantes universitarios. Strategies that promote self-learning learning in university students. Caleidoscopio. https://www.academia.edu/37928793
  27. Wang, X., Chen, J., & Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, 12, 624430. https://doi.org/10.3389/fpsyg.2021.624430 DOI: https://doi.org/10.3389/fpsyg.2021.624430
  28. Wardani, A. D., Munir, A., Lestari, L. A., & Anam, S. (2023). Self-regulated learning strategies and their relationship to grammar achievement of undergraduate English department students. Language and Language Teaching Journal, 26(2), 634–649. https://doi.org/10.24071/llt.v26i DOI: https://doi.org/10.24071/llt.v26i2.6638
  29. Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. In DOI: https://doi.org/10.1016/B978-0-08-097086-8.26060-1
  30. International Encyclopedia of the Social & Behavioral Sciences (pp. 541–546). Elsevier.

Publicado 2025-03-28

Palabras clave

  • estrategias de aprendizaje autorregulado,
  • gramática inglesa,
  • entorno en línea

Cómo citar

Montesinos Jaramillo, I., & Cueva Criollo, E. J. (2025). Self-regulated strategies and English grammar learning in online environment. Revista Multidisciplinaria Investigación Contemporánea, 3(2). https://doi.org/10.58995/redlic.rmic.v3.n2.a92