Open AccessInterplaying Factors of Students Personal Characteristics in Online Learning Modality: Evidence in Asian Context
Author(s) -
Muhammad Iqbal,
Jayashree Premkumar Shet,
Mohammad Yousef Alsaraireh,
Dana Rad,
Sonia Ignat,
Ronald M. Hernández,
Mohamed Aboobucker Mohamed Sameem,
Joel Alanya-Beltrán
Publication year - 2022
Publication title -
world journal of english language
Language(s) - English
Resource type - Journals
eISSN - 1925-0711
pISSN - 1925-0703
DOI - 10.5430/wjel.v12n2p392
Subject(s) - language learning strategies , context (archaeology) , psychology , mediation , metacognition , persistence (discontinuity) , affect (linguistics) , cognitive psychology , cognition , selection (genetic algorithm) , computer science , artificial intelligence , paleontology , geotechnical engineering , communication , neuroscience , political science , law , biology , engineering
Mapping the multidimensional impact of learner attributes on behavior demonstrates the importance of models in learning. To this purpose, we examined the correlations between strategies and student characteristics and utilized regression analysis to determine how learner attributes affect strategy selection. A cross-sectional study of 258 students demonstrated widespread strategy use, as well as statistically significant connections within and between the Strategy Inventory for Language Learning and Student Characteristics of Learning measures. Regression analysis found distinctions in the types of learner characteristics associated with strategy adoption, most notably between direct and indirect strategies. Instrumental motivation predicted both direct and indirect Strategy Inventory for Language Learning scores, but self-efficacy affected memory, cognitive, and compensatory strategies, and perseverance predicted reported metacognitive and emotional strategy choice levels. Additionally, a negative route coefficient occurred between persistence and compensation techniques and between competition and memory strategies, implying mediation and a high degree of complexity in the way learner traits impact behavior. The present study's findings have implications for prospective instructor techniques for motivating students to become fully involved in language learning via the online procedure.