Taiwanese EFL undergraduates’ self-regulated learning with and without technology

This study explored 42 English as a foreign language (EFL) undergraduates’ self-regulated learning with and without technology in a university in northwest Taiwan. Based on the conceptual framework on Zimmerman’s (Zimmerman, B. J. 2000. “Attaining Self-regulation: A Social Cognitive Perspective.” In Handbook of Self-Regulation: Theory, Research, and Applications, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego, CA: Academic Press) self-regulated learning model, the data analysis of the participants’ final projects, videos of self-regulated learning, and questionnaire concluded the following two major findings. First, participants’ instructional strategies for self-regulated learning followed the 3Ps, presentation, practice, and production. Second, participants regarded instructional strategies without technology as more effective, compared to those implemented with online resources and Apps. Third, age, gender, English proficiency, and age that participants began to learn English did not affect the effectiveness of instructional strategies designed without technology, with online resources and Apps. Suggestions on effective designs for instructional strategies based on without technology, with online resources, and with Apps were provided.