Impacts of Technology Integration on Self-Regulated Learners in Learning English Language and Literature

Abstrak

The purpose of this research was to identify the types of technological tools used, examine self-regulation methods used by students, and elucidate the impacts of technology integration on language and literature learning. Specifically, the research examined how self-regulated students in the International Baccalaureate Middle Years Programme (IB MYP) utilized technology in learning English language and literature and what the resulting effects of technology utilization were in such a situation. The research used a mixed-method approach involving a survey and semi-structured interviews with IB MYP language and literature teachers and students. The research found that there were diverse ways in which self-regulated learners engaged with technology for the language acquisition process, and technology integration was crucial to support specific learning goals. The research findings could contribute valuable insights into the efficacy of technology integration in IB MYP language and literature classrooms within the Malaysian educational context, emphasizing the importance of technology as a facilitator of student-centred learning. This study addressed a significant gap in understanding the interplay between technology and self-regulated learning in IB MYP settings, providing practical implications for educators, students, and policymakers striving to enhance language and literature education in the digital age.