The Study of EFL Learnersʹ Perception of Using E-learning, Self-Regulation and Constructivism in English Classrooms: Teachers, Intermediate and Advanced Learners′ Attitude

Marzie Faridi; Siros Izadpanah

doi:10.17323/jle.2024.12492

Marzie Faridi Islamic Azad University of Zanjan branch, Iran https://orcid.org/0000-0003-2980-0055
Siros Izadpanah Islamic Azad University of Zanjan branch, Iran https://orcid.org/0000-0002-2061-8110

DOI: https://doi.org/10.17323/jle.2024.12492

Keywords: Constructivism, EFL learners, E-learning, Self-regulated learning, Teachers

Abstract

Introduction: Effective ways of acquiring a second language in an educational context undergo development in teaching and learning through e-learning, self-regulated learning, and constructivism methods of learning that would be practical and useful for EFL learners.

Purpose: To investigate the impact of self-regulated learning, constructivism, and e-learning on English language learning and the attitudes of learners toward them.

Method: The study employs a quantitative research method involving 360 intermediate and advanced EFL learners and 34 teachers. Data were collected over a six-week period in Zanjan English language institutes using the questionnaires. The one-sample T-test compared the means, while ANOVA assessed significant differences among the variable means of E-learning, self-regulation, and constructivism in the study groups. Post-hoc LSD tests were used to compare the means of groups two by two.

Results: The results showed that the participants displayed positive attitudes toward using e-learning, self-regulation, and constructivism in acquiring a second language. Qualitative data analysis revealed EFL learners' autonomy in learning and the potential influence of teachers in shaping learners' attitudes.

Conclusion: This study highlights the importance of considering learners' attitudes and autonomy in designing effective language learning environments. Understanding the learners' perspectives can aid educators in adopting innovative and learner-centered approaches, leading to enhanced language learning outcomes.

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