1. Applying Self-Regulated Learning Strategies in a Web-Based Instruction-An Investigation of Motivation Perception 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： 2006. 2. 20 Chang, M. M. (2005). Applying Self-Regulated Learning Strategies in a Web-Based Instruction-An Investigation of Motivation Perception. Computer Assisted Language Learning 18(3), 217-230

2. 2 Introduction Learners’ motivations have been found to be improved in a constructivist learning environment using technology (Chung, 1991; Guthrie & Richardson, 1995,Scardamalia & Bereiter, 1991) In a constructivist web-based learning environment, learners are encouraged to construct knowledge for themselves (Winn,1991) Providing students with opportunities to integrate their knowledge through web-based instruction may not be effective if they lack the skills needed to regulate their learning Previous studies have established that self-regulated skills can foster learning from any instructional method

3. 3 Literature Review Motivation and Language Learning –Motivation is essential for successful language learning –Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Computer Assisted Instruction and Motivation – 提升動機的方法 Instructional game Motivationally adaptive CAI Multimedia-based

4. 4 Literature Review Self-Regulation and Motivation –Self-Regulation ： An individual’s ability and motivation to implement, monitor, and evaluate various learning strategies for the purpose of facilitating knowledge growth (Ertmer et al., 1996) –SR includes the process of monitoring, controlling and regulating one’s cognitive activities and behaviors (Garcia & Pintrich, 1994) –Self-Regulation Learning ： self-regulated thoughts, feelings, and actions –SRL is the learners’ ability to select, combine, and coordinate cognitive strategies in an effective way (Boekaerts, 1999) –SRL assumption that students can actively regulate cognition, motivation, or behaviour and, through these various regulatory processes, achieve their goals and perform better –Efforts to apply instructional strategies for facilitating the development and growth of self-regulation skills such as active learning in an authentic context, collaborative effort, and reflective thinking are recommended (Ertmer et al.1996; Shulman, 1992).

5. 5 Research Questions Do students learning from a web-based instruction and applying self-regulated learning strategies improve their perception of intrinsic goal orientation after finishing the course? Do students learning from a web-based instruction and applying self-regulated learning strategies improve their perception of task value? Do students learning from a web-based instruction and applying self-regulated learning strategies improve their control of learning beliefs? Do students learning from a web-based instruction and applying self-regulated learning strategies improve their self-efficacy for learning and performance?

6. 6 Method Subjects –28 vocational university students The Course –Web-based instruction (text-based information on a variety of topics) –Course Information, Course Content, Course Discussion, Students System Instruments –Motivated Strategies for Learning Questionnaire (MSLQ) Assess students’ goals and value beliefs for a course, their beliefs about their skill to succeed in a course, and their anxiety about tests in a course students’ use of different cognitive and metacognitive strategies as well as management of various resources.

7. 7 Results Intrinsic Goal Orientation –after the one semester course, students’ intrinsic goal orientation improved Students perception of task value –students positively viewed the importance of the course materials –students were more interested in the course content Self-efficacy for learning and performance –students were more confident that they could master the skills being taught in this class

8. 8 Discussion self-regulatory activities were designed to enhance learners’ learning and their perception of self- efficacy or control over the learning process students believed that learning outcomes were dependent on their own effort students became more confident students’ motivation and their self-regulatory processes are linked to their successful learning in the content domain (Chang, 2001; Etmer et al., 1996). incorporating self-regulatory strategies into web- based instruction does help students improve their motivation beliefs

9. 9 Conclusion Self-regulatory strategies within web-based instruction can improve learners’ motivation perception Students became more confident, more challengeable and more greatly valued Instructional designer are encouraged to embed features in instructional materials that encouraged learners self-regulation