doi: 10.18178/ijiet.2024.14.12.2206
The Impact of Personal Learning Environments Platform on Junior Middle School Students’ Self-Regulated Learning and English Reading Achievements
Kexin Zhong1
,
Huanhuan Zhang2 ,
Vivian Ngan-Lin Lei3 ,
Xiaoshu Xu1,*
- 1Shool of Foreign Studies, Wenzhou University, Wenzhou, China
- 2Faculty of Applied Sciences, Macao Polytechnic University, Macao, China
- 3Macao Polytechnic University, Macao, China
- Manuscript receivedApril 15, 2024
- revisedMay 24, 2024
- acceptedAugust 6, 2024
- publishedDecember 13, 2024
Abstract
With the popularization of personalized learning and student-oriented teaching methods, Personal Learning Environments are gradually emerging in formal education. This study aims to apply the PLEs-based junior middle school English reading platform (PLEs-JER) developed by the mentor team to test the platform’s impact on learners’ self-regulated learning ability and cognitive learning achievement. 150 eighth-grade students, from a middle school in southeast China, were divided into two groups: an experimental group of 75 students who used the PLEs-JER platform during their spare time alongside traditional teaching, and the other group received traditional teaching. At the beginning and end of the experiment, participants were subjected to an English reading test and a questionnaire survey on self-regulated learning skills to evaluate their achievements in English reading and SRL skills. In addition, interviews were conducted with participants regarding their satisfaction with the PLEs-JER platform. Results indicated that after the intervention, the experimental and control groups showed statistically significant differences in English reading test scores and SLR competence surveys, and the qualitative findings supported the quantitative results, indicating that the PLEs-JER platform can improve cognitive learning achievement and SLR ability. The implications of the study for researchers and practitioners in online education are discussed.
Keywords
- cognitive learning achievements
- junior middle school English reading
- personal learning environments
- self-regulated learning
How to Cite
Kexin Zhong, Huanhuan Zhang, Vivian Ngan-Lin Lei, and Xiaoshu Xu, "The Impact of Personal Learning Environments Platform on Junior Middle School Students’ Self-Regulated Learning and English Reading Achievements," International Journal of Information and Education Technology, vol. 14, no. 12, pp. 1750-1762, 2024. https://doi.org/10.18178/ijiet.2024.14.12.2206
Copyright & License
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).