The Effect of Learning Modalities and Self-Regulated Learning on EFL Learners’ Critical Thinking Development
DOI:
https://doi.org/10.17507/jltr.1703.21Keywords:
blended learning, critical thinking, face-to-face learning, online learning, self-regulated learningAbstract
This research investigates the effect of learning modalities (online, blended, face-to-face) on the critical thinking skills of EFL learners, reviewed by their level of self-regulated learning (SRL), and develops conjectures about their interaction. Using a mixed-methods approach with an explanatory sequential design (quantitative: 3x3 factorial; qualitative: case study), it involved 99 fourth-semester learners enrolled in a Critical Reading course. The results revealed significant effects of both SRL level (F = 16.663, p = 0.000) and learning modalities (F = 19.395, p = 0.000) on critical thinking skills, as well as a significant interaction effect between the two (F = 3.713, p = 0.008), indicating that the effect of a learning modality depends on the level of SRL and vice versa. The subsequent qualitative analysis developed nine conjectures to explain this interaction, highlighting how high SRL learners benefit from adaptive independence in online learning, moderate SRL learners require scaffolded critical thinking, and low SRL learners face cognitive fragmentation barriers; how blended learning supports high SRL learners through trans-modality synergy, moderate SRL learners through integrated stimulation, and low SRL learners through adaptive instructional alignment; and how face-to-face learning fosters self-driven criticality in high SRL learners, provides focused stimulation for moderate SRL learners, and is constrained by cognitive discontinuity for low SRL learners. These findings carry significant pedagogical implications for language teaching, highlighting the need for adaptive learning strategies tailored to SRL levels to effectively promote both student autonomy and critical thinking across diverse learning environments.
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