Author(s)

Menglin Zhang ¹

Affiliation(s)

¹ School of International Education, Jiangsu Vocational College of Finance and Economics, Huai'an, Jiangsu, China

Corresponding Author

Menglin Zhang

ABSTRACT

In recent years, countries all over the world have taken cultivating students' self-regulation ability as an important goal of education, and self-regulation ability is also widely considered as an essential skill for lifelong learning. Micro class is the product of micro era, and it is of great significance to build a new teaching relationship. This paper started from the teaching characteristics of micro classes and constructed a micro class model, so as to design a micro class based English flipped classroom teaching model. Under this teaching mode, students' self-regulation ability was analyzed, and evaluation indicators were established. The evaluation indicators were omnidirectional and three-dimensional, which emphasized the comprehensive performance of students in autonomous learning. The theory was applied to practice, and the experiment was carried out to evaluate students' self-regulation ability under the micro English teaching mode. The results of the experiment showed that the number of students in the experimental class whose self-regulation ability was average after the experiment decreased from 26% before the experiment to 8%. The number of students in the experimental class whose self-regulation ability was assessed as excellent rose to 38% after the experiment, which was 16% more than the number of students in the control class whose self-regulation ability was 22%. This result showed that English teaching based on micro classes had a significant effect on improving students' self-regulation ability. The level of each dimension of students' learning increased significantly, and their learning autonomy was improved.

KEYWORDS

English Micro-lecture, Teaching Classroom Mode, Self-regulation Ability Assessment, Hierarchical Sorting

CITE THIS PAPER

Menglin Zhang, Students' Self-regulation Ability Evaluation Based on Micro Class English Teaching Classroom Model. Applied & Educational Psychology (2024) Vol. 5: 38-47. DOI: http://dx.doi.org/10.23977/appep.2024.050106.

REFERENCES

[1] Xiaoling S. Innovation management of English teaching in higher vocational colleges in China. Agro Food Industry Hi Tech, 2017, 28(1):628-631.
[2] McDaniel M A, Einstein G O. Training learning strategies to promote self-regulation and transfer: The knowledge, belief, commitment, and planning framework. Perspectives on Psychological Science, 2020, 15(6): 1363-1381.
[3] Papamitsiou Z, Economides A A. Exploring autonomous learning capacity from a self‐regulated learning perspective using learning analytics. British Journal of Educational Technology, 2019, 50(6): 3138-3155.
[4] Van Laer S, Elen J. In search of attributes that support self-regulation in blended learning environments. Education and Information Technologies, 2017, 22(4): 1395-1454.
[5] Schwab, Emily. An Inquiry Approach to Understanding Students' Learning Goals in an Adult English for Speakers of Other Languages Classroom. Working Papers in Educational Linguistics (WPEL), 2019, 34(1):2-2.
[6] Lu H. Research on the advantages and application strategies of micro lecture in college English teaching. Transactions on Comparative Education, 2021, 3(2): 70-74.
[7] Zhang Z. Personalised recommendation method of English micro-lectures teaching resources based on internet of things platform. International Journal of Information and Communication Technology, 2022, 20(2): 115-132.
[8] Sujanta Kazemanzadeh. Distributed System Integrating Virtual Reality Technology in English Teaching. Distributed Processing System, 2022, 3(1): 62-70.
[9] Liu F. Micro-course Contest of Foreign Languages in China: Problems and Solutions. Adult and Higher Education, 2020, 2(1): 1-3.
[10] Yu L. Use Micro-Lectures to Increase Self-efficacy in English Listening. Studies in Literature and Language, 2020, 20(2): 63-67.
[11] Fitria T N. Teaching English through Online Learning System During Covid 19. Pedagogy Journal of English Language Teaching, 2020, 8(2):138-148.
[12] Maimaiti K. Modelling and analysis of innovative path of English teaching mode under the background of big data. International Journal of Continuing Engineering Education and Life-long Learning, 2019, 29(4):306-320.
[13] Cui J. Application of deep learning and target visual detection in english vocabulary online teaching. Journal of Intelligent and Fuzzy Systems, 2020, 39(4):5535-5545.
[14] Goldman S R, Hall A H. Why are we doing this? Teacher and student perspectives on literary reading. English Teaching: Practice & Critique, 2022, 21(1):44-56.
[15] Tang Z. Enhancement of English autonomous learning ability of vocational college students on internet plus background. Boletin Tecnico/Technical Bulletin, 2017, 55(20):443-449.
[16] Pawlak M, Kruk M, Zawodniak J. Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research, 2022, 26(4): 598-616.
[17] Hao K. Multimedia English teaching analysis based on deep learning speech enhancement algorithm and robust expression positioning. Journal of Intelligent and Fuzzy Systems, 2020, 39(3):1-13.
[18] Harper J, Widodo H P. Perceptual mismatches in the interpretation of task-based ELT materials: a micro-evaluation of a task-based English lesson. Innovation in Language Learning and Teaching, 2020, 14(2): 114-132.
[19] Goh R, Fang Y. Improving English language teaching through lesson study. International Journal for Lesson and Learning Studies, 2017, 6(2):135-150.
[20] Li B. Micro-Lectures Enhance Student Engagement in Learning. International Journal of Advanced Research and Publications, 2019, 3(10): 35-38.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education