Relationship Between Academic Procrastination and Differential Learning Outcomes in Asynchronous Online EFL Learning

Authors

DOI:

https://doi.org/10.54855/acoj.231421

Keywords:

academic procrastination, asynchronous online learning, differential outcomes

Abstract

Although one advantage of asynchronous online language learning is that learners can choose when and where to learn, this learning environment can also lend itself to procrastination. However, procrastination during asynchronous language learning has not been sufficiently studied. Therefore, the present study investigates student procrastination in an asynchronous English learning environment and examines its impact on learning outcomes. University students engaged in asynchronous learning were divided into three groups, reflecting the timing of access to online materials: procrastinators, habitual learners, and uncategorized learners. When the pre- and post-test scores of the three groups were compared, the procrastinators showed significantly less score growth than the habitual learners. However, these results leave room for further research on the learning outcomes of uncategorized learners, who lacked good study habits but did not procrastinate. The results suggest that, even in asynchronous language learning environments characterized by anytime/anywhere learning, interventions are needed to help students avoid procrastination and become habitual learners.

Author Biographies

Shuichi Amano, Institute for Foreign Language Research and Education, Hiroshima University, Japan

Shuichi Amano is an associate professor at Hiroshima University. He is an applied linguist with interests in L2 phonetic and phonological acquisition, computer-assisted language learning, and theory-practice interfacing. He has nearly 20 years of experience teaching English in Japan.

Kazumichi Enokida, Institute for Foreign Language Research and Education, Hiroshima University, Japan

Kazumichi Enokida served at Hiroshima University for about 15 years. He was a scholar of English literature and extremely passionate about teaching English. He contributed greatly to this research project with his gentle personality and extraordinary dedication.

Tatsuya Sakaue, Faculty of Humanities and Human Sciences, Hiroshima Shudo University, Japan

Tatsuya Sakaue is currently an associate professor at the Faculty of Humanities and Human Sciences at Hiroshima ShudoUniversity. He is interested in foreign/second language acquisition and corpus linguistics.

Atsushi Nakagawa, Institute for Foreign Language Research and Education, Hiroshima University, Japan

Atsushi Nakagawa is currently an assistant professor at the Institute for Foreign Language Research and Education (FLaRE), Hiroshima University, Japan. He is interested in foreign/second language acquisition and teacher education.

Katsuhiro Yamauchi, Institute for Foreign Language Research and Education, Hiroshima University, Japan

Katsuhiro Yamauchi teaches English as an assistant professor at the Institute for Foreign Language Research and Education at Hiroshima University. His research interests include extensive reading, vocabulary learning, and slow learners.

References

Cerezo, R., Esteban, M., Sánchez-Santillán, M., & Núñez, J. C. (2017). Procrastinating behavior in computer-based learning environments to predict performance: A case study in Moodle. Frontiers in Psychology, 8, 1403. https://doi.org/10.3389/fpsyg.2017.01403

Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–260. https://doi.org/10.1080/09588221.2018.1485708

Cheng, S. L., & Xie, K. (2021). Why college students procrastinate in online courses: A self-regulated learning perspective. The Internet and Higher Education, 50, 100807. https://doi.org/10.1016/j.iheduc.2021.100807

Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195–212. https://doi.org/10.3200/SOCP.149.2.195-212

Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245–264. https://doi.org/10.3200/SOCP.145.3.245-264

Day, V., Mensink, D., & O’Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30(2), 120–134. https://doi.org/10.1080/10790195.2000.10850090

Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination: Or how to think and act rationally in spite of life’s inevitable hassles. New American Library.

Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: effects of cognitive load, self-awareness, and time limits on ‘working best under pressure.’ European Journal of Personality, 15(5), 391–406. https://doi.org/10.1002/per.413

García Botero, G., Botero Restrepo, M. A., Zhu, C., & Questier, F. (2021). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference? Computer Assisted Language Learning, 34(8), 1013–1039. https://doi.org/10.1080/09588221.2019.1650780

Goda, Y., Yamada, M., Kato, H., Matsuda, T., Saito, Y., & Miyagawa, H. (2015). Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes. Learning and Individual Differences, 37, 72–80. https://doi.org/10.1016/j.lindif.2014.11.001

Hoang, T. D., Phan, T. L., & Le, H. P. (2021). Non-English major students’ perceptions towards TOEIC online learning and testing. AsiaCALL Online Journal, 12(5), 114–128. https://asiacall.info/acoj/index.php/journal/article/view/88

Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673. https://doi.org/10.1016/j.paid.2021.110673

Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310. https://doi.org/10.1080/01587919.2012.723165

Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169–187. https://doi.org/10.1017/S0958344012000055

Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417

Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474–495. https://doi.org/10.1016/0092-6566(86)90127-3

Li, H., Flanagan, B., Konomi, S. I., & Ogata, H. (2018). Measuring behaviors and identifying indicators of self-regulation in computer-assisted language learning courses. Research and Practice in Technology Enhanced Learning, 13, 19. https://doi.org/10.1186/s41039-018-0087-7

Li, L. Y., & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286–297. https://doi.org/10.1016/j.compedu.2017.07.007

Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 184. https://doi.org/10.3390/bs10120184

Luu, M. T. L., Lian, A., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-EJ, 22(1), 246–263.

Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243–252. https://doi.org/10.1016/j.compedu.2010.07.025

Owens, A. M., & Newbegin, I. (2000). Academic procrastination of adolescents in English and mathematics: Gender and personality variations. Journal of Social Behavior and Personality, 15(5), 111–124.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.

Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394. https://doi.org/10.1037/0022-0167.33.4.387

Şahin Kızıl, A., & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5-6), 599–616. https://doi.org/10.1080/09588221.2018.1428201

Schouwenburg, H. C. (1995). Academic procrastination: Theoretical notions, measurement, and research. In J. R. Ferrari, J. L. Johnson, & W. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 71–96). Plenum Press. https://doi.org/10.1007/978-1-4899-0227-6_4

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral corelates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503

Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x

Wang, H. C., & Chen, C. W. Y. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346. https://doi.org/10.1080/17501229.2019.1607356

You, J. W. (2015). Examining the effect of academic procrastination on achievement using LMS data in e-learning. Educational Technology & Society, 18(3), 64–74.

Zhang, R., Zou, D., Cheng, G., Xie, H., & Wang, F. L. (2022). Supportiveness of language MOOCs for self-regulated learning: A review of commercial language MOOCs on the market. International Journal of Mobile Learning and Organisation, 16(3), 323–348. https://doi.org/10.1504/IJMLO.2022.124181

Zheng, C., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students’ conceptions of language learning and their online self-regulation. System, 57, 66–78. https://doi.org/10.1016/j.system.2016.01.005

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909

Downloads

Published

26-07-2023

How to Cite

Amano, S., Enokida, K., Sakaue, T., Nakagawa, A., & Yamauchi, K. (2023). Relationship Between Academic Procrastination and Differential Learning Outcomes in Asynchronous Online EFL Learning. AsiaCALL Online Journal, 14(2), 1–17. https://doi.org/10.54855/acoj.231421