The Effect of Classroom Interventions of Reflection and Foreseeing on Mitigating Passive Procrastination in a Hybrid Learning Environment
DOI:
https://doi.org/10.52731/liir.v005.220Keywords:
hybrid learning environment, language learning behavior, psychological state, reflection activityAbstract
Online learning is often overlooked by teachers, making it easier for learners to procrastinate compared to face-to-face learning. Conversely, the online setting offers the advantage of customizable study schedules for learners to fit into their busy lives. Hybrid learning utilizes a combination of online and face-to-face instruction, and becomes a widely adopted approach to foreign language education. The focus of this study is to examine how teacher support can enhance self-regulated learning (SRL) awareness when conducting online learning tasks, while still promoting learner autonomy in a face-to-face environment The findings indicated that students’ tendency to procrastinate could not be regulated through assignments that were optimized for difficulty. However, some students were able to achieve learning without procrastination through reflection activities, even though the tendency to procrastinate was predictable based on psychological factors.
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