A Model of Community College Students’ Self-Regulated Language Learning
Date of Award
Doctor of Philosophy (PhD)
Tiffany A. Koszalka
community college education, instructional design, Partial Least Squares Structural Equation Modeling (PLS-SEM), Second Language Acquisition, self-regulated learning, Skill Acquisition Theory
Self-regulated learning has been shown to be a significant predictor of success in higher education. It has also been proposed as an important individual difference in instructed language learning. Although many correlational and experimental studies have demonstrated a relationship between self-regulated learning and increased language learning outcomes in higher education, few studies have investigated how community college students or learners studying a language at the novice level self-regulate their learning. In addition, an explanation for how self-regulated learning impacts language acquisition is still not clear. This dissertation research study tested a hypothesis that community college students in an introductory-level language course who were more self-regulated were more likely to be successful language learners. This study also hypothesized that the self-regulated language learning process could be explained by Skill Acquisition Theory (DeKeyser, 1998). Four models of self-regulated language learning were tested using Partial Least Squares Structural Equation Modeling. Each model was based on a general model of self-regulated language learning that hypothesized that Self-regulating capacity for language learning (SRClang) would have a significant effect on Self-regulated learning strategy use (SRLstrat); that SRLstrat would have a significant effect on both Declarative knowledge of a language (DECL) and Procedural knowledge of a language (PROC); and that DECL would have a significant effect on PROC. The use of form-focused learning resources (FORM_LR) and meaning-focused learning resources (MEAN_LR) was hypothesized to moderate the relationships between SRLstrat, DECL and PROC. To test the model, data were collected from community college students studying in an introductory-level Spanish course in both online and face-to-face learning environments. The results of the study indicated that there was a significant path from SRClang to SRLstrat, as well as a significant path from DECL to PROC. With the exception of a significant negative effect from SRLstrat to PROClisten, there was no evidence of a relationship between SRLstrat and either DECL or PROC. Furthermore, there were no moderating effects detected, nor were there any multigroup differences for online and face-to-face learners. These results provide support for Skill Acquisition Theory, as well as support for the relationship between the capacity to self-regulate and the eventual ability to take part in self-regulated learning behavior. It did not, however, provide evidence that community college students who are more self-regulated will achieve greater levels of either declarative or procedural knowledge of a language. Implications for the design of instruction, including instruction for second and foreign language students, as well as future research that may be conducted, are provided.
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Hromalik, Christopher David, "A Model of Community College Students’ Self-Regulated Language Learning" (2020). Dissertations - ALL. 1221.