Abstract

The purpose of the study was to examine the effect of blog use on self-regulatory learning of prospective German language teachers. The study is semi-experimental. Pretest-posttest, experiment control model was used. Blog activities were conducted as extensive beyond classroom activities only for the experiment group. As the data collection tool Motivated Strategies for Learning Questionnaire scale was used. During the data analysis Mann Whitney U-Test for Independent Samples and Wilcoxon Singned Rank Test for Paired Samples were used. Although, at the initial stage of the study both groups were at similar self-regulatory learning level, at the end of the study it was found that blog use influenced self-regulatory learning of the experimental group in terms of intrinsic goal orientation and task value. Moreover, a significantly positive difference was found among pretest-posttest results, intrinsic goal orientation and time and study environment dimensions of prospective German language teachers. The findings of the study revealed that a learning process supported by blog use applications positively influences various self-regulatory learning dimensions of prospective teachers.

Key words: Self-regulatory learning, Blog, motivation, learning strategies