fostering self-regulation in an online esp class: a longitudinalcase study of contract learning

One of the challenges facing online learning compared to in-person education is preserving learners’ motivation and helping them become more active participants in the learning process. here, we explored the potential of using learning contracts (davidson, 1984; lan et al., 2020; moon, 2004; zandi et al., 2015) to increase the self-regulation of efl learners. to this end, a longitudinal case study was conducted (n = 10 participants, including 3 teachers and 7 students) in an esp class for about 18 months. the study had three consecutive phases: a) conventional in-person class for seven months, b) online synchronous class without using contract learning for about one and a half months, and c) online asynchronous class where contract learning was deployed in one-on-one tutoring sessions for nine months. the three teachers focused on different modules of the course, such as reading comprehension, translation, vocabulary, and grammar. qualitative data was collected on the experience of learners and teachers from teacher logs, interviews with teachers, semi-structured interviews with students, online chat logs of teachers with students, and teacher meetings. the findings indicated that teachers, though skeptical at the beginning, gradually developed a more positive view of contract learning as they saw its impact on students' self-regulation. contract learning seemed to help with adapting and individualizing the course for students based on their needs. further, learners’ proficiency level and learning style, their life experiences outside of class, teachers’ resilience, and type of online platform influenced learners’ persistence, use of self-regulated learning strategies, and success in the online course. more specifically, generally, higher proficiency learners acknowledged the impact of contract learning on their self-regulation, especially time management and commitment to prepare for the classes. however, lower proficiency level learners favored in-person teacher-centered classes and peer learning opportunities. implications for esp courses, english teachers, and learners were discussed.

Fostering Self-Regulation in an Online ESP Class: A LongitudinalCase Study of Contract Learning

One of the challenges facing online learning compared to in-person education is preserving learners’ motivation and helping them become more active participants in the learning process. Here, we explored the potential of using learning contracts (Davidson, 1984; Lan et al., 2020; Moon, 2004; Zandi et al., 2015) to increase the self-regulation of EFL learners. To this end, a longitudinal case study was conducted (N = 10 participants, including 3 teachers and 7 students) in an ESP class for about 18 months. The study had three consecutive phases: a) conventional in-person class for seven months, b) online synchronous class without using contract learning for about one and a half months, and c) online asynchronous class where contract learning was deployed in one-on-one tutoring sessions for nine months. The three teachers focused on different modules of the course, such as reading comprehension, translation, vocabulary, and grammar. Qualitative data was collected on the experience of learners and teachers from teacher logs, interviews with teachers, semi-structured interviews with students, online chat logs of teachers with students, and teacher meetings. The findings indicated that teachers, though skeptical at the beginning, gradually developed a more positive view of contract learning as they saw its impact on students' self-regulation. Contract learning seemed to help with adapting and individualizing the course for students based on their needs. Further, learners’ proficiency level and learning style, their life experiences outside of class, teachers’ resilience, and type of online platform influenced learners’ persistence, use of self-regulated learning strategies, and success in the online course. More specifically, generally, higher proficiency learners acknowledged the impact of contract learning on their self-regulation, especially time management and commitment to prepare for the classes. However, lower proficiency level learners favored in-person teacher-centered classes and peer learning opportunities. Implications for ESP courses, English teachers, and learners were discussed.