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The utility of self-regulated learning strategies (e.g., whether the learners prefer to use tables, formulate rules, or develop working examples) is essential for grammar acquisition in a second or foreign language (L2). In the current study, we consider the potential of SimpleShow as a digital tool to enhance self-regulated learning strategies (SRL; specifically, cognitive and metacognitive strategies) via self-generated video tutorials that feature selected grammatical phenomena. 26 student L2 learners of German were requested to generate SimpleShow video tutorials explaining the use of adjective inflection in a German noun phrase. Their mastery of adjective declension was screened in a grammar test before and after they created video tutorials in the pre-/post design. We analyzed both the knowledge growth experienced by the students and the error patterns that they exhibited. Additionally, the SRL strategies that the students used in their self-explanations were annotated. The results generally confirm the effectiveness of SimpleShow as a tool to enhance metacognitive reflection leading to significant knowledge growth, particularly with less well-achieving students. We discuss the implications of our results for generating adaptive learning pathways in a digital environment.

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Using Self-created Video Tutorials to Enhance Self-regulated Learning Strategies for Adaptive Digital Language Learning

  • 会议论文

  • 发表日期：

    2026年

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  • Julia Edeleva,
  • Svetlana Leonova,
  • Anastasiia Brueva,
  • Elena Kostyleva,
  • Aleksandra Meshcheriakova

摘要

The utility of self-regulated learning strategies (e.g., whether the learners prefer to use tables, formulate rules, or develop working examples) is essential for grammar acquisition in a second or foreign language (L2). In the current study, we consider the potential of SimpleShow as a digital tool to enhance self-regulated learning strategies (SRL; specifically, cognitive and metacognitive strategies) via self-generated video tutorials that feature selected grammatical phenomena. 26 student L2 learners of German were requested to generate SimpleShow video tutorials explaining the use of adjective inflection in a German noun phrase. Their mastery of adjective declension was screened in a grammar test before and after they created video tutorials in the pre-/post design. We analyzed both the knowledge growth experienced by the students and the error patterns that they exhibited. Additionally, the SRL strategies that the students used in their self-explanations were annotated. The results generally confirm the effectiveness of SimpleShow as a tool to enhance metacognitive reflection leading to significant knowledge growth, particularly with less well-achieving students. We discuss the implications of our results for generating adaptive learning pathways in a digital environment.