Akademik Veri Yönetim Sistemi
ICETOL, Balıkesir, Türkiye, 22 - 24 Eylül 2021, ss.100-105, (Özet Bildiri)
It has been emphasized that language learning is not only confined to the classroom; thus, it may also take
place regardless of time or place. In the light of this, this study was conducted to scrutinize learners’ selfregulated language learning (SRLL) with Information and Communication Technologies (ICT). This mixedmethod research also aims to investigate participants’ perceptions of SRLL by means of ICT. Additionally, their
SRLL through ICT devices were examined depending on their age, gender, high school background, and
department. In this research, data was gathered from 133 participants in the Foreign Languages High school at
a university in Turkey. The quantitative data was gathered through ICT use for the SRLL scale. In order to
conduct the quantitative data descriptive analysis, inferential statistics and correlational statistics were used.
Additionally, qualitative data was gathered through an interview which consists of five semi-structured
questions. The data analysis from both the questionnaire and the interview data indicated that Turkish EFL
learners have moderate and positive perceptions of SRLL by means of ICT. Additionally, there was no
statistically significant difference between participants’ gender and age and their ICT use for SRLL. On the other
hand, there was a significant difference between participants’ ICT use for goal commitment self-regulation and
their high school background also their department and their metacognitive regulation. Finally, correlational
results indicated that all of the sub-scales have relationships between one another. Moreover, the findings of
this study demonstrated that technology is regarded as an indispensable part of human life, and ICT devices,
materials, and resources are crucial for language learners.
Keywords: self-regulation, self-regulated language learning, information and communication technologies