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THE ROLE OF SELF-STUDY IN LEARNING FOREIGN LANGUAGE
Xazirbayeva B.
Nukus, Uzbekistan
3
rd
year Student, English Language and Literature Department
Berdakh Karakalpak State University
Abstract:
This article is devoted that the use of technology has received increasing
recognition as a means capable of bridging formal and informal settings in the target
language learning and enabling students to actively and effectively use technology both
inside and outside the classroom.
Keywords:
self-study, new methods, motivation, self-regulation, language learning, self-
regulated learning.
There has been a progressively huge div of investigate on students’ utilize of
innovation for moment or remote language learning. These investigate thinks about have
for the most part concentrated on students’ recognitions and assessments of the
reasonableness of innovative gadgets for language learning, appropriation of these
mechanical gadgets within the classroom settings, and the variables that influence the
viability of language learning in classroom technology-using conditions. For illustration,
P. Winke and S. Goertler found that songs and motion pictures were the foremost
habitually [5, 482].
Recent research on technology-facilitated language learning, however, has been
mostly laboratory and classroom experiments of technology applications in the formal
educational contexts Consequently, our knowledge and understanding of students’ self-
regulated use of technology for target language learning is still limited. Aspects of
technology-assisted language learning such as goal setting, motivation-regulation, and
cognitive strategy use particularly in an English as a Foreign Language – EFL context
remains in need of further empirical inquiry. After all, in the course of learning a second
or foreign language, learners are at the center of learning and play an instrumental role in
shaping outcomes of their learning experiences. Key to this view of learner-centredness is
self-regulation and learners taking the responsibility for their own learning [2].
In any case, what is missing in later inquire about on technology-assisted language
learning may be a precise examination of SRL procedures in technology-using conditions
especially in an EFL setting. This think about explored college students’ technology-
assisted self-regulated learning – SRL procedures and whether the technology-based SRL
techniques intervened the affiliations between English language self-efficacy, English
enjoyment, and learning results.
Self-Efficacy:
Self-efficacy alludes to individuals’ individual assessments of their
capability of finishing a specific errand. Agreeing to P.Benson viability convictions
impact the courses of activity individuals select to seek after, the challenges and
objectives they set for themselves and their commitment to them, how much exertion
they put forward in given endeavors, and the results they anticipate their endeavors to
create [1]. Whereas there’s productive research on self-efficacy within the common
instruction field, it is as it were inside the past two decades that self-efficacy has been
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pulling in researchers’ consideration within the field of L2 securing. A ponder of the
impact of self-efficacy and other motivational self-beliefs on the accomplishment among
college middle of the road understudies too uncovered that self-efficacy for self-
regulation was the foremost noteworthy indicator of halfway outside dialect
accomplishment, which understudies who seen themselves as competent of utilizing
viable meta-cognitive techniques to screen their scholastic work time viably were more
able to involvement scholastic victory in middle of the road remote dialect. As of late, a
number of L2 thinks about tended to create unused self-report self-efficacy estimations to
explore the part of self-efficacy within the L2 learning handle. For case, to address the
need for substantial and solid instruments to evaluate ESL learners’ self-efficacy, created
the English Self-Efficacy Survey to degree English self-efficacy within the taking after
four ranges:
English listening;
English speaking;
English reading;
English writing.
To date, thinks about that received the English Self-Efficacy Survey appeared that
students’ English language self-efficacy affected their utilize SRL [Wang; Zhan: 2020].
English language self-efficacy was too found to emphatically impact students’ criticism
inclinations and behavior in scholarly English course settings. Among the positive
feelings, delight has been recognized as a most commonplace positive feeling
experienced by outside language learners and has gotten expanding consideration from
analysts within the field of instructive brain research. Satisfaction was a sense of
fulfillment and compensate that created from exercises or the achievement of exercises.
Within the writing of instructive brain research, delight is frequently characterized as a
positive mental state coming from the endeavors by the individual who extends past
himself to achieve something challenging or troublesome [3].
Clearly, it can be concluded from the over survey that whereas there has been an
attempt to coordinated learning procedures with components of SRL and meta-cognition
within the setting of innovation backed language learning, the writing on the application
of self-regulation in technology-supported moment dialect learning is still reasonably
constrained. In spite of the fact that the significance of the part of the vital and
motivational components in to begin with and moment language contexts has been well
archived, how these variables work in connection to students’ learning accomplishment
within the setting of innovation utilize for self-regulated Language learning has been
under-researched.
Self-Regulated Learning: Self-regulated learning has been widely acknowledged
to be learners’ systematic effort to manage and regulate their learning process in order to
achieve particular learning goals. While different theoretical models provide different
definitions of SRL, there is a consensus that SRL is a multifaceted construct containing
cognitive, meta-cognitive, behavioral, and self-motivational aspects. According to P.R.
Pintrich et al., cognitive strategies refer to the skills that learners use to process the
information and knowledge when completing a task. They help students to construct,
transform, and apply second language – L2 knowledge [4]. Social-behavioral strategies,
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as a key aspect of self-regulation, involve learners’ control over their learning behavior
under the influence of contextual aspects. Finally, motivational strategies refer to the
procedure or thoughts students applied intentionally to sustain or increase their interest to
engage in a task. In various models of SRL in the literature, self-regulated learners are
depicted as being capable of controlling over the cognitive, emotional, motivational, and
behavioral aspects of learning [6]. Research also shows that those more effective at self-
regulation use a broader repertoire of learning strategies and persist longer in the face of
adversity compared to their less self-regulated counterparts.
Self-Regulated Language Learning in Technology-Using Conditions: P. Benson
depicted two critical categories of learning assets: conventional learning assets, for case,
reference and course books and assets given by present day instructive innovation, for
case, data communication innovation applications. Concurring to P. Benson, self-
regulation is showed not as it were within the dynamic direction of learning strategies but
too within the administration of diverse sorts of learning assets [1].
As such, technology-based self-regulated English learning – SRL techniques
allude to specific activities taken by the learners to memorize English or to upgrade their
English learning in technology-using conditions. A huge amount of technology-assisted
SRL techniques were recognized in past ponders conducted in a assortment of inquire
about settings, such as counseling online dictionaries, utilizing interpretation computer
program, perusing writings on the computer, looking the net for data, tuning in to the
radio, investigating social information on YouTube and so on.
The investigated role of mobile phone technology in the employment of language
learning strategies among the undergraduate students shows that the study employed a
self-designed questionnaire to collect data on students’ language learning strategies,
which was based on the classification of the language learning strategies. The results
show that different types of mobile phone-assisted language learning strategies are
helpful in improving students’ English proficiency. Nevertheless, constrained by the
adoption of classification of the language learning strategies, these studies largely
focused on students’ use of cognitive and meta-cognitive strategies. Furthermore, self-
regulation is context-specific and situation-specific, which means that measurement of
technology-based self-regulated language learning should be domain-specific.
All in all, this ponder contributes to the information around EFL undergrad
students’ SRL procedures in technology-using conditions. The comes about of the ponder
include to the writing that considers how technology-based SRL techniques are related
with students’ dialect learning accomplishment. From a hypothetical point of view, the
inquire about expands SRL hypotheses to technology-using dialect learning conditions,
especially with regard to the critical part of English delight and English language self-
efficacy, and in connection to students’ English learning outcomes. Pedagogically,
awareness of the complex interrelationships among SRL strategies, English enjoyment,
English language self-efficacy, and learning outcomes is helpful for educators to clearly
understand what actually motivates and empowers students’ self-directed technology use
for learning and the quality of this technology-based learning process. It is thus important
for educators to create a pleasant and inspiring environment that empowers students in
self-regulation of their technology-facilitated English learning practices so that they
experience learning success and satisfaction inside and outside the classroom.
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Self-learning is not just about performing better in the classroom or outside the
classroom. It is about being able to aim the life in whatever direction to choose and
conquering the obstacles. Learning an unused ability can be very a part of fun. There’s so
much data accessible in the day and time which, in case utilized accurately, can
genuinely offer assistance to learn a part of modern abilities and encourage in advance.
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