Procrastination Awareness and Learning Behavioral Types in an Online Learning Environment
DOI:
https://doi.org/10.52731/liir.v002.049Keywords:
online learning environment, learning behavior, self-regulated learning, pocrastination, foreign language learningAbstract
Due to the impact of novel coronavirus (COVID-19), reliance on the online learning environment has expanded rapidly. The subject of students’ self-regulated learning skills in an online environment has been attracting attention, along with the same in a face-to-face environment. This research investigates the relationship between students’ self-regulated learning awareness and actual learning behavior. Twenty-six students participated in our study and were asked to study a series of practices using online test of English for international communication (TOEIC) courseware in Japan. Their learning data were analyzed to describe their learning behavior. The result was that their learning behaviors were categorized into seven types. Additionally, two questionnaires were conducted to collect data about the students’ psychological state. The result showed that one-third of the students were procrastinators and that it was the procrastination avoidance factor that mainly divided the learning behavioral types.
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