The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. ex. Some numerals are expressed as "XNUMX".
Copyrights notice
The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. Copyrights notice
L'analyse de l'apprentissage (LA) est apparue comme une technique d'amélioration de la qualité de l'éducation dans de nombreux contextes d'apprentissage, y compris les cours d'apprentissage mixte (BL). De nombreuses études montrent que les performances académiques des étudiants sont significativement influencées par leur capacité à s'engager dans un apprentissage autorégulé (SRL). Dans cette étude, les comportements d'apprentissage indiquant le SRL et la motivation sont élucidés lors d'un cours BL sur l'apprentissage d'une langue seconde. Les données de trace en ligne d'une application mobile d'apprentissage des langues (application m-learning) sont utilisées dans le cadre de la mise en œuvre de BL. La motivation observée était de deux catégories : la motivation de haut niveau (étudier à temps, étudier à nouveau et apprentissage précoce) et la motivation de faible niveau (bachotage et rattrapage). En conséquence, les étudiants qui obtiennent de bons résultats ont tendance à faire preuve d’une motivation de haut niveau. Alors que les étudiants peu performants ont tendance à s’engager dans une motivation de faible niveau. Ces résultats sont étayés par des modèles de régression montrant que les études dans le temps suivies d'un apprentissage précoce influencent de manière significative les performances académiques des cours BL, tant au printemps qu'à l'automne. En utilisant des ressources limitées de données de journaux d'applications m-learning, cette étude BL pourrait expliquer les performances globales du BL.
Zahra AZIZAH
Tohoku University
Tomoya OHYAMA
Tohoku University
Xiumin ZHAO
Tohoku University
Yuichi OHKAWA
Tohoku University
Takashi MITSUISHI
Tohoku University
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Zahra AZIZAH, Tomoya OHYAMA, Xiumin ZHAO, Yuichi OHKAWA, Takashi MITSUISHI, "Measuring Motivational Pattern on Second Language Learning and its Relationships to Academic Performance: A Case Study of Blended Learning Course" in IEICE TRANSACTIONS on Information,
vol. E106-D, no. 11, pp. 1842-1853, November 2023, doi: 10.1587/transinf.2023EDP7052.
Abstract: Learning analytics (LA) has emerged as a technique for educational quality improvement in many learning contexts, including blended learning (BL) courses. Numerous studies show that students' academic performance is significantly impacted by their ability to engage in self-regulated learning (SRL). In this study, learning behaviors indicating SRL and motivation are elucidated during a BL course on second language learning. Online trace data of a mobile language learning application (m-learning app) is used as a part of BL implementation. The observed motivation were of two categories: high-level motivation (study in time, study again, and early learning) and low-level motivation (cramming and catch up). As a result, students who perform well tend to engage in high-level motivation. While low performance students tend to engage in clow-level motivation. Those findings are supported by regression models showing that study in time followed by early learning significantly influences the academic performance of BL courses, both in the spring and fall semesters. Using limited resource of m-learning app log data, this BL study could explain the overall BL performance.
URL: https://global.ieice.org/en_transactions/information/10.1587/transinf.2023EDP7052/_p
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@ARTICLE{e106-d_11_1842,
author={Zahra AZIZAH, Tomoya OHYAMA, Xiumin ZHAO, Yuichi OHKAWA, Takashi MITSUISHI, },
journal={IEICE TRANSACTIONS on Information},
title={Measuring Motivational Pattern on Second Language Learning and its Relationships to Academic Performance: A Case Study of Blended Learning Course},
year={2023},
volume={E106-D},
number={11},
pages={1842-1853},
abstract={Learning analytics (LA) has emerged as a technique for educational quality improvement in many learning contexts, including blended learning (BL) courses. Numerous studies show that students' academic performance is significantly impacted by their ability to engage in self-regulated learning (SRL). In this study, learning behaviors indicating SRL and motivation are elucidated during a BL course on second language learning. Online trace data of a mobile language learning application (m-learning app) is used as a part of BL implementation. The observed motivation were of two categories: high-level motivation (study in time, study again, and early learning) and low-level motivation (cramming and catch up). As a result, students who perform well tend to engage in high-level motivation. While low performance students tend to engage in clow-level motivation. Those findings are supported by regression models showing that study in time followed by early learning significantly influences the academic performance of BL courses, both in the spring and fall semesters. Using limited resource of m-learning app log data, this BL study could explain the overall BL performance.},
keywords={},
doi={10.1587/transinf.2023EDP7052},
ISSN={1745-1361},
month={November},}
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TY - JOUR
TI - Measuring Motivational Pattern on Second Language Learning and its Relationships to Academic Performance: A Case Study of Blended Learning Course
T2 - IEICE TRANSACTIONS on Information
SP - 1842
EP - 1853
AU - Zahra AZIZAH
AU - Tomoya OHYAMA
AU - Xiumin ZHAO
AU - Yuichi OHKAWA
AU - Takashi MITSUISHI
PY - 2023
DO - 10.1587/transinf.2023EDP7052
JO - IEICE TRANSACTIONS on Information
SN - 1745-1361
VL - E106-D
IS - 11
JA - IEICE TRANSACTIONS on Information
Y1 - November 2023
AB - Learning analytics (LA) has emerged as a technique for educational quality improvement in many learning contexts, including blended learning (BL) courses. Numerous studies show that students' academic performance is significantly impacted by their ability to engage in self-regulated learning (SRL). In this study, learning behaviors indicating SRL and motivation are elucidated during a BL course on second language learning. Online trace data of a mobile language learning application (m-learning app) is used as a part of BL implementation. The observed motivation were of two categories: high-level motivation (study in time, study again, and early learning) and low-level motivation (cramming and catch up). As a result, students who perform well tend to engage in high-level motivation. While low performance students tend to engage in clow-level motivation. Those findings are supported by regression models showing that study in time followed by early learning significantly influences the academic performance of BL courses, both in the spring and fall semesters. Using limited resource of m-learning app log data, this BL study could explain the overall BL performance.
ER -