Umamah, Atik (2022) Role of gender and motivation in online self-regulation of Indonesian efl University Students / Atik Umamah. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study was conducted to describe the intensity of use of online self-regulation by EFL university students in online writing classes based on gender and motivation. Further it was intended to analyse the different use of online self-regulation based on gender and motivation as well as to examine the relationship between motivation and online self-regulation. Finally it explored how EFL university students use online self-regulation in an online writing class based on gender and motivation descriptively. This research adopted a mixed-method approach with Explanatory Sequential Design. This study involved 252 sophomores (65 male students and 187 female students) majoring in English education from four universities in East Java Indonesia who had one year of experience in joining online writing classes. They voluntarily responded to two sets of online questionnaires Self-Regulation in Online Writing Class (SROWC) and the Motivation for Learning Writing Online (MLWO) Questionnaire adapted from existing questionnaires. The quantitative data were analyzed using descriptive statistics One Way ANOVA and multiple regression. Based on the descriptive statistics analysis the students were later grouped into four male students with high motivation male students with moderate motivation female students with high motivation and female students with moderate motivation. Using the purposive sampling technique three students of each group (a total of twelve students) were invited to join group interview sessions conducted online via Zoom and WhatsApp. The qualitative data were analyzed using content analysis. The quantitative and qualitative results were interpreted separately and the two interpretations were compared. This study yielded that the overall use of online self-regulation by EFL university students is at a high level. Female students with high motivation use online self-regulation with the highest intensity followed by male students with high motivation female students with moderate motivation and male students with moderate motivation. Environment structuring and task strategies respectively are the most frequent and the least subscales used by all four groups of students. There is a significant difference in the use of online self-regulation based on gender and motivation. However the significant difference tends to appear across motivation levels. Regardless of gender students with high motivation tend to use online self-regulation more frequently than those with moderate motivation. The result of the multiple regression proves that motivation is significantly correlated with the use of all subscales of online self-regulation. It means that motivation can be used to predict the use of online self-regulation in online writing classes. The higher the level of motivation the students possess the more often they use online self-regulation. The qualitative analysis highlights some key points. First students of all groups mainly set short term-learning goals based on teachers rsquo lesson plans while long-term learning goals seem to be neglected. All students regardless of gender and motivation need a comfortable and conducive learning environment with fast and reliable Internet connectivity. Students of all groups generally have various task strategies but students with high motivation apply more task strategies. Students with moderate motivation have difficulty managing their time. Next students across gender and motivation prefer more knowledgeable peers for seeking help students with high motivation also use online resources and social media. Finally other than doing independent reviews and getting others rsquo feedback students with high motivation also access online resources and social media to check their understanding. Based on the quantitative and qualitative interpretations students regardless of gender and motivation have recognized the prominent role of self-regulation in online writing classes. The qualitative results confirm the significant difference in the use of online self-regulation which is found across motivation levels and the significant correlation between motivation and online self-regulation. Overall students with high motivation tend to be more self-regulated than those with moderate motivation in terms of task strategies time management help-seeking and self-evaluation. Meanwhile regardless of gender and motivation students need to set not only short but also long-term learning goals and they urgently need a conducive online learning environment. This study focused on the use of online self-regulation at the university level. Investigating the same issue at school levels might present different results. Additionally the context of this study was in writing classes. It is worth exploring the use of online self-regulation in different skills such as speaking reading or listening in future studies. Furthermore this study involved only students with high and moderate motivation levels. It is then essential to involve students with a low motivation level in future research to provide more meaningful results. Besides this study covered only two variables of students rsquo individual differences gender and motivation. Further investigation on the role of other individual differences such as anxiety writing achievement and Internet addiction might yield fruitful results which contribute to the body of knowledge.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 23 Jun 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/271857 |
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