Relationship between technology-based self-regulated English Learning Strategies and computer self-efficacy in pre-service teachers

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dc.contributor.advisorCancino Ávila, Marco Octavio.
dc.contributor.authorLisperguer Duarte, Paola
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.date.accessioned2023-05-03T16:48:33Z
dc.date.available2023-05-03T16:48:33Z
dc.date.issued2022
dc.descriptionTesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)es
dc.description.abstractDue to the COVID-19 pandemic, educational institutions were forced to shift from face-to-face teaching and learning to emergency remote teaching and learning compelling students and teachers to resort to their computer skills and self-regulated learning strategies to deal with this new scenario. The following study sought to explore the relationship between technology-based self-regulated English learning strategies and computer self-efficacy beliefs displayed by seventy-two Chilean TEFL pre-service teachers. Research data were obtained through the administration of a questionnaire and semi structured interviews with the participants The results of the study revealed positive and significant relationships among the two variables. It was also found that the majority of the participants exhibited a high level of computer self efficacy and a high level of technology based self regulated English learning strategies . They indicated a preference for technology-based song and movie learning and motivational regulation strategies among five technology-based self-regulated English learning strategies. Interview findings mirrored the quantitative results, as they suggested that participants who showed high technology based self regulated English learning strategies also had an elevated sense of computer self efficacy. Interview s also revealed that participants experienced different challenges in the use of technology for educational activities , had different computer self efficacy beliefs used a variety of technology based self regulated English learning strategies, perceived many benefits regarding the use of technology based self regulated English learning strategies and were able to identify a strong relationship between computer self efficacy and the use of technology based self regulated English learning strate gies. Recommendations for future studies were also suggested.es
dc.identifier.urihttps://repositorio.unab.cl/xmlui/handle/ria/49213
dc.language.isoenes
dc.publisherUniversidad Andrés Belloes
dc.subjectProfesores de Ingléses
dc.subjectFormación Profesionales
dc.subjectIngléses
dc.subjectEnseñanza Superiores
dc.subjectHablantes Extranjeroses
dc.subjectEstrategias de Enseñanzaes
dc.titleRelationship between technology-based self-regulated English Learning Strategies and computer self-efficacy in pre-service teacherses
dc.typeTesises
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