Exploring Autonomous English Learning through Gamification and M-Learning from a Self-Regulated Learning Analytics Perspective

Abstract

This study aims to analyze and retell the stories of an EFL student's process during the English Learning in Edinburgh scholarship program activities. Self-regulated learning through gamification and m-learning in the English language has been widely explored; however, research that discusses the process achieved still needs to be explored in academic discourse. To fill this gap, this narrative inquiry study looks at how an Indonesian EFL student can succeed in learning English by developing his self-regulated learning, which changes his learning patterns over time. This research is a narrative inquiry method because the researcher examines, analyzes, and retells stories from someone else. In this research, a sociological approach is used for analysis. Then, the problem-solving is explored through the theory of Autonomous Learning by Leslie Dickinson (1987), Gamification Mc Conatha by Armstrong & Landers (2017), MALL by Praul & Lynch (2008), and Self-Regulated Theory (SRT) by Deci and Ryan (1985) because it focuses on the how does an EFL student experience a self-regulated learning process during the English Learning in Edinburgh scholarship program activities. Then, the researcher analyzed the data by explaining the data and comparing the research with theory. The results show five kinds of process experiences an EFL student has during the English Learning in Edinburgh scholarship program activities. Data was collected through in-depth interviews and analyzed based on Braun and Clarke's (2006) thematic analysis. This research revealed several stages in which participants could gradually control their learning goals and management in a complex learning atmosphere through learning management/learning orientation, internal and external motivation, Independent Learning upswings, environment, and knowing personal strengths or weaknesses. Apart from that, this research also illustrates that participants made continuous and sustainable changes in the concept of independent learning methods for survival amidst imperfection towards increasing competence, directed from their place of struggle in the community of practice