Effective Japanese Language Acquisition through LINE Groups: A Self-Regulated Learning Perspective
| dc.contributor.author | Huang, Travis | |
| dc.contributor.author | Wang, Yi-Ting | |
| dc.contributor.author | Lin, Sheng-Wei | |
| dc.contributor.author | Lin, Kuan-Yu | |
| dc.date.accessioned | 2024-12-26T21:04:05Z | |
| dc.date.available | 2024-12-26T21:04:05Z | |
| dc.date.issued | 2025-01-07 | |
| dc.description.abstract | The vast array of functions available on social media platforms makes them highly effective tools for learning. Learners can leverage these platforms for self-study or as supplementary resources alongside formal learning. As individuals increasingly engage in self-regulated learning of various skills, implementing effective community learning strategies can significantly enhance learning effectiveness. One pertinent question is how individuals can become self-regulated language learners by utilizing online platforms and tools wisely. The concept of community learning strategies, as introduced in recent studies, helps in identifying potential language learning strategies (LLS) within online communities. These strategies are categorized into six types: memory, cognitive, metacognitive, compensatory, affective, and social strategies. According to Self-regulated learning (SRL) theory, learners’ volitional control behaviors are closely related to their forethought conditions and learning effectiveness. As language learning can be regarded as an example of SRL, the study regarded LLS as volitional control behaviors. This study selected social presence as an antecedent and investigated its effect on community learning strategies. We investigated the causal relationships between social presence and community learning strategies through an online questionnaire administered to participants who have experience using LINE groups for learning Japanese. The analysis of data collected from 323 participants indicated that social presence had positive effects on six LLS strategies. While memory, metacognitive, and affective strategies had positive effects on learning effectiveness, cognitive, compensation, and social strategies did not show a significant positive impact. These findings confirm that an increased focus on memory, metacognitive, and affective strategies leads to greater learning effectiveness. Therefore, promoting the use of LINE groups among Japanese language learners is advisable. | |
| dc.format.extent | 10 | |
| dc.identifier.doi | 10.24251/HICSS.2025.003 | |
| dc.identifier.isbn | 978-0-9981331-8-8 | |
| dc.identifier.other | edb748f8-70f3-40bb-9397-612b0f09f027 | |
| dc.identifier.uri | https://hdl.handle.net/10125/108839 | |
| dc.relation.ispartof | Proceedings of the 58th Hawaii International Conference on System Sciences | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject | Advances in Teaching and Learning Technologies | |
| dc.subject | language learning strategy, online community, self-regulated learning, social presence | |
| dc.title | Effective Japanese Language Acquisition through LINE Groups: A Self-Regulated Learning Perspective | |
| dc.type | Conference Paper | |
| dc.type.dcmi | Text | |
| prism.startingpage | 4 |
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