Effects of Habit-Enhanced Assignment Design on Learning Behaviors and Psychological Factors of Japanese EFL Learners Under a Distant Online Learning Environment
DOI:
https://doi.org/10.52731/liir.v005.205Keywords:
Classroom intervention, Habitual behavior, Reflection and foreseeing, Blended learningAbstract
The COVID-19 pandemic has accelerated the integration of Information and Communication Technology (ICT) into education, with blended learning - a combination of in-person and online teaching - gaining significant attention. This study investigates two primary aspects: (1) how classroom interventions enhance habitual learning, focusing on the promotion and control of students' habitual learning behavior, and (2) the role of psychological factors, including cognitive aspects of Self-Regulated Learning and International Posture as a motivational factor, in facilitating habitual learning. This investigation takes place within a blended learning environment where asynchronous online learning complements traditional instruction. During a thirteen-week period, students were tasked with engaging in courseware in a habitual manner, completing one lesson every two or three days. At the beginning of each class every week, “Reflectio” and “Foresight” interventions were conducted. Subsequently, students' learning behaviors were meticulously analyzed and classified into distinct types. The findings revealed that some students displayed habitual learning behavior, some showed semi-habitual learning behavior, while others struggled to complete the tasks. Through a quantitative and qualitative analysis of psychological factors, including questionnaire responses and open-ended interview data, it was evident that students from various behavior types exhibited a diverse range of psychological influences. Despite these differences, almost all students concurred that classroom interventions effectively served as reminders to maintain habitual learning awareness. In conclusion, while these interventions proved effective as reminders and sources of encouragement, further attention to task design is imperative for enhancing habitual learning behavior across a spectrum of psychological factors.
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