Secondary School EFL Teachers’ Knowledge of Self-Regulated Learning (SRL)

Ika Yulinda Fansuriyah, Siti Muniroh

Abstract


Self-regulated learning (SRL) is an important skill to acquire for students because it helps students to have a better academic achievement, study skills, self-efficacy, and learning motivation in a learning process. Teachers are required to have high level of knowledge about SRL to be able to teach SRL to their students. Thus, this study was aimed to examine teachers’ knowledge of SRL. This study employed a quantitative method using survey design involving 42 EFL teachers from junior and secondary schools in two districts in Gresik Regency. A knowledge test to measure teachers’ content knowledge of SRL (SK-SRL) and pedagogical content knowledge of SRL (PCK-SRL) was administered to collect the data. The result of this study showed that EFL teachers hold a moderate level of knowledge of SRL. This means that EFL teachers understand the general concept of SRL, various types of SRL strategies such as cognitive, metacognitive, and motivation as well as emotion strategies. Moreover, teachers also understood about the three-cyclical phases of SRL which were the forethought, monitoring, and evaluation phase as well as various activities in each phase. However, they still need more insight about how to diagnose students’ SRL competence and skills, and need to explore more various ways to teach SRL to their students.

Keywords


Self-regulated learning; Teachers’ knowledge of SRL; Teachers’ practices of SRL

Full Text:

PDF

References


Barr, S., & Williams, H. A. (2019). Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community. Asia-Pacific Journal of Teacher Education, 48(2), 187–212. https://doi.org/10.1080/1359866X.2019.1599098

Boekaerts, M. (1999). Metacognitive experiences and motivational state as aspects of self-awareness: Review and discussion. European Journal of Psychology of Education, 14(4), 571–584. https://doi.org/10.1007/BF03172980

Boekaerts, M., & Cascallar, E. (2006). How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? Educational Psychology Review, 18, 199–210. https://doi.org/10.1007/s10648-006-9013-4

Buzza, D. C., Kotsopoulos, D., Mueller, J., & Johnston, M. (2013). Exploring the Relationship between Self-Regulated Learning and Reflection in Teacher Education. Journal of Teaching and Learning, 9(1). https://doi.org/10.22329/jtl.v9i1.3578

Callan, G. L., & Shim, S. S. (2019). How Teachers Define and Identify Self-Regulated Learning. Teacher Educator, 54(3), 295–312. https://doi.org/10.1080/08878730.2019.1609640

Chen, Y. H., & Jang, S. J. (2019). Exploring the Relationship Between Self-Regulation and TPACK of Taiwanese Secondary In-Service Teachers. Journal of Educational Computing Research, 57(4), 978–1002. https://doi.org/10.1177/0735633118769442

Dignath-Van Ewijk, C. (2016). Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83–105. https://doi.org/10.14786/flr.v4i5.247

Dignath, C., & Büttner, G. (2018). Teachers’ direct and inadirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127–157. https://doi.org/10.1007/s11409-018-9181-x

Dignath, C., & Ewijk, V. (2016). Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83–105. https://doi.org/10.14786/flr.v4i5.247

Dignath, C., & Sprenger, L. (2020). Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation. Frontiers in Education, 5(November), 1–17. https://doi.org/10.3389/feduc.2020.585683

Dignath, C., & Veenman, M. V. J. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0

Fathi, J., Mohebiniya, S., & Nourzadeh, S. (2019). Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners. International Journal of Applied Linguistics and English Literature, 8(3), 110. https://doi.org/10.7575/aiac.ijalel.v.8n.3p.110

Fentaye, M. A. (2017). EFL Learners‟ Use of Self–Regulated Learning.pdf. International Journal of Science and Research (IJSR). https://doi.org/10.21275/ART20164345

Harwood, C., & Koyama, D. (2020). Creating a virtual writing center to support self-regulated learning. SiSal Journal, 11(3), 164–186. https://doi.org/10.37237/110306

Imaduddin, M., Zuhaida, A., & Hidayah, F. F. (2019). Pre-service science teachers’ images about their past and future classrooms: Scratches from Indonesian teacher training program at Islamic university. Journal for the Education of Gifted Young Scientists, 7(3), 459–480. https://doi.org/10.17478/jegys.549257

Ismail, N. M., & Fata, I. A. (2021). Improving Reading TOEFL Score through Note Taking Strategy. Al-Ta Lim Journal, 28(1), 46–54. https://doi.org/10.15548/jt.v28i1.668

Karlen, Y., Hertel, S., & Hirt, C. N. (2020). Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner. Frontiers in Education, 5(September), 1–20. https://doi.org/10.3389/feduc.2020.00159

Kholisho, Y. N., & Marfuatun, M. (2018). Implementasi Kurikulum 2013 Pada SMK di Kabupaten Lombok Timur. EDUMATIC: Jurnal Pendidikan Informatika, 2(2), 120. https://doi.org/10.29408/edumatic.v2i2.1112

Kurikulum Merdeka. (n.d.). Retrieved from February 10, 2022 website: https://kurikulum.kemdikbud.go.id/kurikulum-merdeka/

Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review, 31(1), 223–251. https://doi.org/10.1007/s10648-018-9453-7

Michalsky, T. (2017). What teachers know and do about assessing students’ self-regulated learning. Teachers College Record, Vol. 119. https://doi.org/10.1177/016146811711901313

Nugroho, T., & Narawaty, D. (2022). Kurikulum 2013 , Kurikulum Darurat (2020-2021), dan Kurikulum Prototype atau Kurikulum Merdeka (2022) Mata Pelajaran Bahasa Inggris: Suatu Kajian Bandingan. Prosiding Seminar Nasional Bahasa, Seni, Dan Sastra, 1, 373–382.

Paris, S. G., & Newman, R. S. (1990). Development Aspects of Self-Regulated Learning. Educational Psychologist, 25(1), 87–102. https://doi.org/10.1207/s15326985ep2501_7

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4

Perry, N. E., & Vandekamp, K. J. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33(7), 821–843. https://doi.org/https://doi.org/10.1016/S0883-0355(00)00052-5

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the Educational Equity Crisis. Retrieved from https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis

Pressley, M., & Harris, K. R. (2009). Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. Journal of Education, 189(1–2), 77–94. https://doi.org/10.1177/0022057409189001-206

Ramadina, E. (2021). Peran Kepala Sekolah Dalam Pengembangan Kurikulum Merdeka Belajar. Mozaic Islam Nusantara, 7(2), 131–142.

Sholahuddin, M. (Jawapos. com. (2022). Ratusan Sekolah di Gresik Siap Jalankan Kurikulum Merdeka Belajar. Retrieved November 29, 2022, from Jawapos website: https://www.jawapos.com/surabaya/12/05/2022/ratusan-sekolah-di-gresik-siap-jalankan-kurikulum-merdeka-belajar/

Silviyanti, T. M., Achmad, D., Shaheema, F., & Inayah, N. (2022). The Magic of Storytelling: Does Storytelling through Videos Improve EFL Students’ Oral Performance? Studies in English Language and Education, 9(2), 521–528. https://doi.org/10.24815/siele.v9i2.23259

Soliman, M. S. S., & Alenazi, M. M. (2017). Primary Teachers’ Beliefs and Knowledge about Self-regulated Learning in the Kingdom of Saudi Arabia. International Journal of Educational Sciences, 18(1–3), 1–15. https://doi.org/10.1080/09751122.2017.1346573

Wijaya, K. F. (2022). Indonesian EFL Teachers ’ Perspectives of Self -Regulation in Reading. Journal of English Language Teaching, 9(1), 114–123.

Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269–288. https://doi.org/10.1007/s11409-010-9062-4

Wu, H. Z., & Wu, Q. T. (2020). Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. Journal of International Medical Research, 48(3). https://doi.org/10.1177/0300060519893225

Yulia, D. S. F. Y., Wahyoedi, & Saptop, A. (2019). Pengaruh Metode Pembelajaran dan Motivasi Belajar Siswa terhadap Hasil Belajar Bahasa Indonesia. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 1(02), 165. https://doi.org/10.30998/diskursus.v1i02.5292

Zhang, S. (2019). Chinese-as-a-foreign-language learners’ use of self-regulated learning in flipped/blended learning environments: A descriptive study. SiSal Journal, 10(2), 181–204. https://doi.org/10.37237/100205

Zhong, Q., Wang, Y., Lv, W., Xu, J., & Zhang, Y. (2022). Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning. Sustainability (Switzerland), 14(9). https://doi.org/10.3390/su14095619

Zimmerman, B. J. (2000). Chapter 2 - Attaining Self-Regulation: A Social Cognitive Perspective (M. Boekaerts, P. R. Pintrich, & M. B. T.-H. of S.-R. Zeidner, Eds.). San Diego: Academic Press. https://doi.org/https://doi.org/10.1016/B978-012109890-2/50031-7

Zulfikar, T., Syahabuddin, K., Maulidia, K., Emawati, & Amiruddin. (2022). Looking Inside an EFL Classroom: Promoting Productive Learning through Teachers’ Questioning Strategies. Studies in English Language and Education, 9(3), 1019–1040. https://doi.org/10.24815/siele.v9i3.26072




DOI: http://dx.doi.org/10.17977/jptpp.v8i7.25110

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Ika Yulinda Fansuriyah, Siti Muniroh

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License