A Survey On Non-English Major College Students' Self-regulated Ability In M-learning

Self-regulated learning has been the central issue of social cognition theory and has drawn a lot of attention in the field of educational psychology in the past 20 years.Recent attention to self-regulated learning is paid to learning via Internet as the rapid development of modern technology has brought tremendous change to education.Since Internet + education came into being,more and more researchers begin to explore Internet + self-regulated learning.However,much has been unknown about how learners self-regulate their learning via Internet.Based on previous research,this thesis focuses on English mobile learning from the perspective of self-regulation to understand the status quo of English self-regulated mobile learning in non-English majors as well as the relationship between English self-regulated mobile learning ability and English achievement.This thesis investigated 203 non-English major undergraduates of a university in Nanchang by means of questionnaires and interviews,and analyzed the data by means of statistical analysis such as Pearson correlations and independent-samples t test to investigate the relationship between the English self-regulated m-learning ability and English achievement.The results show that: firstly,English self-regulation m-learning ability among non-English majors is at a moderate level.Secondly,English self-regulated m-learning ability and the CET-4 test scores have no significant correlation,but the students with higher CET-4 scores have a certain time plan for their English learning and will preview materials before learning.They can seize key points when they listen and will not get lost in listening learning.At the same time,they are able to judge their own learning status.There was no significant difference in general English self-regulated mobile learning ability between high and low English proficiency groups.However,there is a significant difference between high and low group of students in the three specific abilities: previewing,being uncomprehending in listening learning,and rewarding themselves after feeling their own progress.