Open Journal Systems

Social cognitive theory-assisted learning of Arabic: A study of self-regulated learning strategies, social media usage, and motivation

Xuan Di, Wail Muin Ismail, Muhammad Azhar Zailani, Ruihua Li

Article ID: 1543
Vol 8, Issue 1, 2023, Article identifier:

VIEWS - 493 (Abstract) 398 (PDF)

Abstract

Social cognitive theory (SCT) has widely been used in second or foreign language learning. Multiple studies have also verified its importance in language learning. This present study examines the role that SCT plays in assisting the learning of Arabic by analysing the relationships among self-regulated learning strategies (SRLS), social media usage (SMU), and motivations of Arabic learners. A total of 317 university-grade Arabic learners participated in the present study. The self-regulated online learning questionnaire (SOL-Q), a social media usage questionnaire, and the motivated strategies for learning questionnaire (MSLQ) were used to understand the current issues that Arabic learners face. A quantitative analysis of the data revealed that most of the Arabic learners had medium levels of SRLS and SMU and high levels of motivation. Furthermore, SRLS and motivation significantly affected the Grade Point Average (GPA)-based academic achievements of these Arabic learners. The findings of this study verify that SRLS, SMU, and motivation have a triadic reciprocal correlation with SCT in the context of learning the Arabic language.

Keywords

social cognitive theory; self-regulated learning strategies; social media usage; motivation; academic achievement

Full Text:

PDF



References

1. Bandura A, Walters RH. Social learning theory. Hoboken, New Jersey: Prentice Hall; 1977.

2. Atkinson D. Toward a sociocognitive approach to second language acquisition. The Modern Language Journal 2002; 86(4): 525–545. doi: 10.1111/1540-4781.00159.

3. Matsuoka R, Evans DR, Ozawa M, et al. Socio-cognitive approach in second language acquisition research. The Journal of Nursing Studies: National College of Nursing, Japan 2004; 3(1): 3.

4. Pessoa L. Attention, motivation, and emotion. In: The Oxford handbook of attention. Oxford: Oxford University Press; 2014.

5. Nemati A. Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education 2009; 1(2): 14–24. doi: 10.4314/marang.v20i1.56821.

6. Ismail ARBH. The teaching of Arabic in the Faculty of Islamic Studies in the National University of Malaysia [PhD thesis]. Salford: University of Salford; 1993.

7. Andrade MS, Bunker EL. A model for self-regulated distance language learning. Distance Education 2009; 30(1): 47–61. doi: 10.1080/01587910902845956.

8. Latif KM. Pencapaian pelajar kelas aliran agama dalam aspek pertuturan Bahasa Arab: Satu kajian kes (Indenosian) [Speaking skill achievements of religious streamed students: A case study] [Unpublished Master’s thesis]. Kuala Lumpur: University of Malaya; 2004.

9. Ismail Z, Othman MS, Abdullah AR, et al. Masalah penguasaan kemahiran mendengar dan bertutur Bahasa Arab dan Jepun: Satu kajian perbandingan (Indonesian) [Problems of Arabic and Japanese speaking skills: A comparative study]. In: Ariffin K (editor). Pendidikan bahasa di Malaysia: Isu, amalan dan cabaran. Shah Alam: Pusat Penerbitan Universiti (UPENA); 2005. p. 131–149.

10. Sheikh Salleh SI. Masalah penguasaan pertuturan Bahasa Arab di kalangan pelajar Sekolah Menengah Agama di Selangor (Indonesian) [The problem of Arabic speaking skill among the students of religious secondary schools in Selangor]. In: Ismail MR, Pa MT (editors). Pengajaran dan pembelajaran Bahasa Arab di Malaysia. Kuala Lumpur: University Malaya Publications; 2006.

11. Suhid A, Mutalib LA, Ahmad AM. Application of Arabic language communication model in teaching and learning of Islamic Education. World Journal of Islamic History and Civilization 2012; 2(2): 95–101. doi: 9574/1/00003336_88607.

12. Ainon M, Abdullah H. Guru sebagai pendorong dalam darjah (Indonesian) [Teachers as motivators in classroom]. Bentong: PTS Profesional Pubilising Sdn. Bhd.; 2005.

13. Mohamad N, Abdullah N, Salleh S, et al. Kajian penilaian modul BA UiTM (2002) peringkat ijazah (Indonesian) [UiTM BA module assessment study (2002) diploma rating]. Selangor, Malaysia: Institut Penyelidikan, Pembangunan & Pengkormesialan UiTM; 2004.

14. Zimmerman BJ. Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology 1986; 11(4): 307–313. doi: 10.1016/0361-476X(86)90027-5.

15. Zimmerman BJ. A social cognitive view of self-regulated academic learning. Journal of Educational Psychology 2005; 81: 329–339. doi: 10.1037/0022-0663.81.3.329.

16. Zimmerman BJ, Pons MM. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal 1986; 23(4): 614–628. doi: 10.3102/00028312023004614.

17. Kaplan AM, Haenlein M. Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons 2010; 53(1): 59–68. doi: 10.1016/j.bushor.2009.09.003.

18. Smith SD, Caruso JB. The ECAR study of undergraduate students and information technology, 2010 [Internet]. Educause; 2011. Available from: https://www.ship.edu/globalassets/pcde/ecar_study_highlights.pdf.

19. Conner JO. Youth organizers as young adults: Their commitments and contributions. Journal of Research on Adolescence 2011; 21(4): 923–942. doi: 10.1111/j.1532-7795.2011.00766.x.

20. Dörnyei Z. Motivation strategies in the language classroom. Cambridge, England: Cambridge University Press; 2001.

21. Zimmerman BJ, Kitsantas A. The hidden dimension of personal competence: Self-regulated learning and practice. In: Elliot A, Dweck CS (editors). Handbook of competence and motivation. New York: Guilford Press; 2005. p. 509–526.

22. Matzat U, Vrieling EM. Self-regulated learning and social media—A ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology 2016; 41(1): 73–99. doi: 10.1080/17439884.2015.1064953.

23. Zimmerman BJ. Attaining self-regulation: A social cognitive perspective. In: Handbook of self-regulation. Cambridge, MA: Academic Press; 2000. p. 13–39.

24. Mahmoodi MH, Kalantari B, Ghaslani R. Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences 2014; 98: 1062–1068. doi: 10.1016/j.sbspro.2014.03.517.

25. Winne PH, Hadwin AF. The weave of motivation and self-regulated learning. In: Motivation and self-regulated learning: Theory, research, and applications. Mahwah, New Jersey: Lawrence Erlbaum Associates; 2008. p. 297–314.

26. Krejcie M, Morgan DW. Determining sample size of the research activities. Educational and Psychological Measurement 1970; 30(3): 607–610. doi: 10.1177/001316447003000308.

27. Jansen RS, Van Leeuwen A, Janssen J, et al. Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education 2017; 29(1): 6–27. doi: 10.1007/s12528-016-9125-x.

28. Monachesi P, Mossel E, Posea V, et al. LTfLL-D6. 1: Social and informal learning support design [Internet]. The Netherlands: Open Univeristy of the Netherlands; 2008. Available from: https://www.academia.edu/30695297/LTfLL_D6_1_Social_and_informal_learning_support_design.

29. Piaw CY. Mastering research statistics. New York, United States: McGraw Hill; 2013.

30. Hair JF, Ringle CM, Sarstedt M. PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice 2011; 19(2): 139–152. doi: 10.2753/MTP1069-6679190202.

31. Ma R, Oxford RL. A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System 2014; 43: 101–113. doi: 10.1016/j.system.2013.12.010.

32. Andrade MS, Evans NW. Principles and practices for response in second language writing: Developing self-regulated learners. Oxfordshire: Routledge; 2012.

33. Hashemyolia S, Asmuni A, Ayub AFM, et al. Motivation to use self-regulated learning strategies in learning management system amongst science and social science undergraduates. Asian Social Science 2015; 11(3): 49–56. doi: 10.5539/ass.v11n3p49.

34. Seker M. The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research 2016; 20(5): 600–618. doi: 10.1177/1362168815578550.

35. Dörnyei Z, Ushioda E. Teaching and researching: Motivation. 2nd ed. Harlow: Longman Pearson; 2011.

36. Väljataga T, Pata K, Tammets K. Considering students’ perspectives on personal and distributed learning environments in course design. In: Web 2.0-Based E-Learning: Applying social informatics for tertiary teaching. Hershey, Pennsylvania: IGI Global; 2011. p. 85–108.

37. Dabbagh N, Kitsantas A. Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education 2012; 15(1): 3–8. doi: 10.1016/j.iheduc.2011.06.002.

38. Varasteh H, Ghanizadeh A, Akbari O. The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies 2016; 61(1): 2–12. doi: 10.1007/s12646-015-0351-5.

39. Van’t Klooster JWJR, Janssen M. Ervaringen met het gebruik van sociale media in het Voortgezet Onderwijs (Dutch) [Experiences of using social media in Secondary Education]. In: Proceedings NIOC 2011; 2011 Apr 7–8; Heerlen, Netherlands. Heerlen: Open Universiteit; 2011.

40. Michikyan M, Dennis J, Subrahmanyam K. Can you guess who I am? Real, ideal, and false self-presentation on Facebook among emerging adults. Emerging Adulthood 2015; 3(1): 55–64. doi: 10.1177/2167696814532.

41. Tariq W, Mehboob M, Khan MA, et al. The impact of social media and social networks on education and students of Pakistan. International Journal of Computer Science Issues (IJCSI) 2012; 9(4): 407–411.

42. Junco R. Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior 2012; 28: 187–198. doi: 10.1016/j.chb.2011.08.026.

43. Junco R, Elavsky CM, Heiberger G. Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology 2013; 44: 273–287. doi: 10.1111/j.1467-8535.2012.01284.x.

44. Karpinski AC, Duberstein A. A description of Facebook use and academic performance among undergraduate and graduate students. San Diego: Annual Meeting of the American Educational Research Association; 2009. p. 5–10.

45. Nalwa K, Anand AP. Internet addiction in students: A cause of concern. Cyberpsychology & Behavior 2003; 6(6): 653–656. doi: 10.1089/109493103322725441.

46. Lopez-Morteo G, López G. Computer support for learning mathematics: A learning environment based on recreational learning objects. Computers & Education 2007; 48(4): 618–641. doi: 10.1016/j.compedu.2005.04.014.

47. Perry NE, Winne PH. Learning from learning kits: gStudy traces of students’ self-regulated engagements with computerized content. Educational Psychology Review 2006; 18(3): 211–228. doi: 10.1007/s10648-006-9014-3.


DOI: https://doi.org/10.18063/esp.v8.i1.1543
(493 Abstract Views, 398 PDF Downloads)

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Xuan Di, Wail Muin Ismail, Muhammad Azhar Zailani, Ruihua Li

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