Pixel International Conferences

In the domain of computer-assisted language learning (CALL), motivation has been established as an important factor in e-learning success. Moreover, language learning motivation can itself be related to other psychological variables as well as to the acceptance of reflection tasks (such as learning diaries) that can be implemented in EFL instruction as a means of promoting self-regulated behaviour. It can therefore be assumed that learners‘ experience with writing learning diary entries in hybrid EFL will be associated with their perception of the online activities and various psychological variables including metacognitive strategies as a determinant of self-regulation.
The emphasis of the paper is on (a) learners‘ perception of keeping a learning diary as a component of the pedagogical design in an EFL hybrid setting and its respective correlation with (b) learners‘ perception of other online learning activities and (c) psychological variables that can account for learners‘ engagement in performing reflection tasks.
The paper examines several individual characteristics of learners in a hybrid undergraduate EFL course. Respondents in the reported study performed collaborative two grammar e-tivities – creation of a textual grammar report on a given topic. The collaborative e-tivities were accompanied by individual reflection tasks (pre- and post-activity learning diary entries).
The survey data reveal a fairly positive average assessment of the learning diaries. A positive correlation between the respondents’ evaluation of learning diaries and grammar e-tivites was established. The correlation analysis also confirmed the hypothesized interrelationship between the respondents’ learning diaries perception and all individual learner characteristics. Such findings indicate the importance of considering various factors that may have an impact on learners‘ readiness to engage in reflection tasks in hybrid grammar instruction. They also highlight the potential of learning diaries as a reflection task format in enhancing the metacognitive and motivational aspects of EFL grammar instruction in a constructivist hybrid setting.

Keywords: CALL, individual differences, reflection, learning diaries, grammar, e-tivities.

References:

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