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Title: Self-regulation of English language learning in Korean undergraduate students : its character and implications
Author: Sewell, Hugh Douglas
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2013
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This work investigates self-regulation of learning (SRL) in undergraduate Korean learners of English. SRL is first described with respect to its roots in both behavioural self-regulation and meta-cognition. Based on work by Zimmerman (1998), it is then conceptualized as 12 processes in a three phase framework. These phases form a cycle learners may engage in as they seek to more effectively reach their learning outcomes. With little previous work available on SRL in the Korean context, this project significantly adds to the understanding of Korean learners of English. This project considered three questions; first, the extent to which the subjects were skillful with respect to each of the 12 processes, second the relationship of skillful process usage to learning outcomes in these subjects, and third how applying an SRL framework to these subjects could help understand their approach to their overall learning of English. Results for the first two questions came from surveys given to over 800 first year university students studying English in South Korea. These results suggested both 1) that subjects were not generally skillful self-regulators of their English language learning and 2) that skillful SRL process usage showed correlations to English language learning outcomes among these sUbjects. These results also suggested that some SRL processes may have a greater impact on learning outcomes than others. Results for the third question were based on the findings above augmented with nine in-depth semi-structured interviews tracing subjects' approach to their English learning from an SRL framework perspective. Three of the nine key findings in this phase were 1) that at least half of the subjects were not well engaged in the SRL cycle as a whole 2) that the SRL process of goalsetting along with 3) a cultural predisposition to attribute learning outcomes to effort seemed to hamper subjects' ability to effectively adapt their approach to their studies through subsequent iterations of the SRL cycle. Overall these results suggest that developing Korean learners' skillful use of SRL processes would improve their English learning outcomes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available