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http://dx.doi.org/10.5392/JKCA.2021.21.04.645

Students' Perception of Self-Regulated Learning in a Project-Based Learning Curriculum  

Chung, Sun Joo (가천대학교 영미어문학과)
Publication Information
The Journal of the Korea Contents Association / v.21, no.4, 2021 , pp. 645-657 More about this Journal
Abstract
Project-based learning (PBL) encourages self-autonomy and connects learning and real-life skills in the learning process. The purpose of the current study is to investigate students' life skills and self-regulated learning strategies in a PBL curriculum in order to examine how the proposed benefits of PBL are manifested in students' self-awareness of their learning process. Twenty-three students in a university in Korea participated in a 3-credit, 4-week, intensive PBL course for English majors. During the PBL course, students were asked to self-assess their life skills related to time management, cooperation, standard of work, and participation three times. In addition to the self-assessment, students kept reflection journals to keep track of their use of self-regulated learning strategies and progress which were also submitted three times. Based on the analysis of self-assessment and self-reflection, the results showed that students' perception of cooperation improved significantly during PBL. Furthermore, it was found that students also progressed through the three phases of self-regulated learning. Implications on suggesting on the use of PBL to encourage the development of life skills and self-regulated learning strategies are provided.
Keywords
Project-based Learning; Self-regulated Learning; Self-reflection; College Education; College EFL;
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