Yu-Chen Hsiao
ABSTRACT
For this study, we recruited 499 students from 5 vocational and technological universities in Taiwan, who attended a workplace professional English E-learning course. We used nine databases and analytical methods such as t test, ANOVA, Scheffe's Test, and multiple regression to observe the correlation between students' learning engagement and academic performance after they employed action control strategies of self-regulated learning. We found that, in terms of student engagement, the engineering group significantly outperformed the humanities group, females performed better than males, and fourth-year students performed significantly worse than the first-, second- and third-year students. In terms of ranking of course grades in the semester, the average class ranking of the engineering group was higher than that of the humanities group (p < 0.0001), males ranked lower than females (p = 0.0009), and second-year students ranked higher than fourth-year students (p < 0.0001). The results indicated that better student engagement led to better academic performance, supporting that in the E-learning course, the ability of self-regulated learning of the students can promote the students' academic performance, but also that the self-learning attitude of the fourth-year students deserves attention and improvement.
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Index Terms
- The role of self-regulated learning in the workplace professional english e-learning course
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