11.12.2025
Data Engineering ja AI-teknologiat

A Workflow for Training Gas Classification Models from BME688 Sensor Data

Digitalisation in brewing has increased the need for reliable and automated process monitoring, particularly during…

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11.12.2025
Data Engineering ja AI-teknologiat

Explainable AI in Credit Risk Assessment

Credit Risk Management involves assessing, controlling, and tracking the potential risk that arises when borrowers…

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11.12.2025
Master School Business

The role of end-users in successful B2B SaaS adoption

The SaaS business model differs from traditional software because value is created after implementation through…

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Introduction: The Reconfiguration of Ecology of Language Acquisition. With the rise of the digital world, there has been a paradigm shift in the ecology of acquiring a second language (L2), with a large part of the learning process moving out of an organised instructional setting and into an autonomous, often informal, online setting. Social Networking Environments (SNEs), including YouTube, Meta (Facebook/Instagram) and others, have become viable channels of genuine linguistic exposure and communicative action (Barrot, 2023). This widespread reorientation requires a rigorous, contemporary research of learner agency and metacognitive control, in particular, how students mediate the inherent complexities and attention demands of these highly dynamic digital environments to ensure the achievement of objectives. Stating the Core Research Problem. In dynamic EFL situations, like in Nepal, where English competence is an unquestionable condition of movement in the global economy and academia, the dependency on SNEs with respect to ample language training is speeding up. Nevertheless, initial observations showed that there was a talismanic badge of strategic effectiveness of learning results, per the frequency of platform usage. This study was thus designed not only to record the usage behavioural patterns, but also to diagnose the most determinant psychological and behavioural patterns underlying successful Self-Regulated Learning (SRL) in these most decentralised digital spaces. Digital Learning Behaviours Integrated Theoretical Framework. To help conduct an in-depth analysis of this complicated behavioural phenomenon, a strong theoretical framework was synthesised in the study. The taxonomy of Language Learning Strategies (LLSs) offered by Oxford (1990) was a fine-grained, operational lexicon of researching cognitive and social-affective actions by a learner (e.g., Metacognitive planning, social interaction strategies). This framework was severely infused into the greater conceptualisation of SRL provided by Zimmerman (2002), to the extent that it pre-empts an inherent ability of the learner to actively regulate their cognitive processing, motivational state, and observed behaviour. This theoretical hybrid was essential in the accurate definition and description of the unique volitional issues associated with the use of high-distraction SNEs as an educational tool. Critical Finding: The Self-Regulation Gap (SRG). The factual data revealed one strong and structurally important paradox. In quantitative terms, students had a very favourable disposition towards SNEs as the source of learning and had frequently self-reported using sophisticated LLSs, especially those that involve Metacognitive control (vivid strategic knowledge). These students also reported simultaneous improvements in receptive skills (e.g., listening comprehension and vocabulary development). However, this strategic awareness was directly refuted by the qualitative evidence. Through in-depth interviews, it emerged that there was a systematic, ongoing inability to always remain focused, with a reference to chronic distraction due to notifications, the affordability of endless scrolling, and other design aspects of the platforms. This inherent paradox describes the Self-Regulation Gap (SRG): the critical, performance-blocking disjuncture between the strategic knowledge (the awareness of what must be done) of the learner and his volitional control (the practical ability to implement the desired strategy despite the ubiquitous inundation of digital stimuli). This key discovery confirms the modern research on the lack of discipline in the development of self-control only through access to technology (Pawlak, 2021; Stockwell, 2022). Strategic Pedagogical Imperatives/Conclusions. The discovery of the Digital Self-Regulation Gap provides critical and very practical guidelines to the education stakeholders. It reminds the reader that the most significant factor in the way to autonomous digital language learning is not the lack of linguistic resources or the initial motivation, but an extreme lack of Digital Self-Management skills. In turn, it requires a radical change in the pedagogical priorities of educators and curriculum developers, which involves the expansion of the set of skills of Digital Self-Regulation (DSR) in addition to providing language content and LLSs. This change of strategy requires a complex approach that includes: • Training in Attentional Focus Management: Teaching learners explicitly how to use advanced strategies to control attention, including better management of notification services, the prudent use of application timers and creating an online study space without distraction. • Curated and Scaffolding Dallas resourcing pathways: Designing, organising and quality-managed resource pathways to reduce cognitive overload and deliberately direct learners to the pedagogically high-value content in the SNE ecosystem. • Design to Intentionality and Active Involvement: Developing task designs that explicitly demand the intentional, goal-based use of SNE characteristics, which will necessarily functionally convert passive, leisure scrolling into active, confirmable learning behaviours. The Self-Regulation Gap may be prevented by taking proactive measures that will enable the education institutions to facilitate the learners to maximise the enormous potential of the digital spaces in terms of translating them into quantifiable, effective, and sustainable language acquisition outcomes. Sources. Barrot, J. S. (2023). As a language teaching and learning environment, the use of social networking sites. Language Teaching, 56(2), 181-196. Oxford, R. L. (1990). The strategies of learning a language: What any teacher ought to know. Heinle & Heinle. Pawlak, M. (2021). The studies of language learning strategies: Future, traps and difficulties. Language Teaching Research, 23(6), 817-835. Stockwell, G. (2022). The language learner and technology: a dynamic view. Cambridge University Press. Zimmerman, B. J. (2002). Turning into a self-managed student: Introduction. Theory Into Practice, 41(2), 64-70.
11.12.2025
Master School Business

The Digital Self-Regulation Gap: The Barrier that Matters in Autonomous Language Learning on Social Networks

Introduction: Reconfigured Ecology of Language Acquisition. The ecology of second language (L2) acquisition has been…

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11.12.2025
Konetekniikka

Nykytilanteen merkitys hitsausautomaation suunnittelussa

Tuotannon kehittäminen on jatkuva prosessi, jossa automaation mahdollisuudet korostuvat nykypäivänä entisestään. Toimeksiantajalle toteutetun opinnäytetyön tavoitteena…

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10.12.2025
Sosiaali- ja kasvatusala

Korkeasti koulutettujen maahanmuuttajien työllistymisen haasteet Suomessa 

Suomessa asuu nykyään yhä enemmän korkeasti koulutettuja maahanmuuttajia. Monet heistä ovat suorittaneet tutkintoja sekä omissa…

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10.12.2025
Master School ICT and Industrial Engineering

Uhkana kyberhyökkäys – kyberriskienhallinnasta kohti resilienssiä

Kyberturvallisuuteen liittyvät uhat ovat nousseet organisaatioiden keskeisiksi ylätason riskeiksi. Pahimmillaan niiden seuraukset ovat tuhoisat ja…

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10.12.2025
Ohjelmistotuotanto ja interaktiiviset teknologiat

PALL0: Tulevaisuuden terveysteknologiaa emotionaalisen hyvinvoinnin tukemisessa

Mielenterveyden haasteet koskettavat nykyään yhä suurempaa osaa väestöä. Samaan aikaan ihmiset etsivät arkeensa sopiva, yksinkertaisia…

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10.12.2025
Konetekniikka

Miten tuotannon layout-uudistus puolitti kokoonpanon liikehukan? Datavetoinen lähestymistapa laadun ja virtauksen parantamiseen.

Lean Six Sigma -kehitysprojekti paljasti, että jopa 78,5 % kokoonpanotyön hukasta kului turhaan liikkumiseen ja…

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10.12.2025
Myynti

Johtajuus ja henkilöstöjohtaminen muutoksien keskellä

Johtajuus ja henkilöstöjohtaminen ovat jatkuvassa muutoksessa. Yritysten tulee olla valmiita panostamaan entistä enemmän yksilöiden kehitykseen,…

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10.12.2025
Tuotantotalous

IT-alan pienyrittäjä, älä jätä hyvää työtä varjoon, laita myynti rullaamaan uuden oppaan avulla

IT-alalla monen taidokkaankin ohjelmoijan yrittäjyys saattaa tyssätä jo alkutekijöihin. Poikkeuksellisen hyvääkään IT-palvelua tullaan harvoin hakemaan…

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10.12.2025
Master School Engineering

Matkalla innovatiiviseen markkinavuoropuheluun

Markkinavuorovaikutuksen – jonka ytimessä on markkinavuoropuhelu – aktiivinen hyödyntäminen antaa julkisen sektorin hankintoihin mahdollisuuden innovaatioihin…

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Teemat | Themes

ICT ja tuotantotalous

Data Engineering ja AI-teknologiat (13) ICT (135) Johtaminen (13) Master School Business (79) Master School Engineering and Business (271) Master School ICT and Industrial Engineering (18) Myynti (30) Ohjelmistotuotanto ja interaktiiviset teknologiat (17) Tuotantotalous (135) Verkotetut järjestelmät ja turvallisuus (5)

Liiketoiminta

Johtaminen (13) Kestävä ympäristö (21) Liiketalous (122) Logistiikka (49) Master School Business (79) Master School Engineering and Business (271) Myynti (30) Palvelut ja talous (46) Yrittäjyys (14) Yrittäjyys ja markkinointi (22)

Taideakatemia

Elokuva ja media (20) Master School Arts Academy (30) Nykytaide (18) Taidepedagogiikka ja taidekasvatus (22)

Tekniikka

Ajoneuvo- ja kuljetustekniikka (29) Data Engineering ja AI-teknologiat (13) Energia- ja ympäristötekniikka (107) Energiajärjestelmät ja ajoneuvot (23) Hammastekniikka (17) ICT (135) Johtaminen (13) Kemiantekniikka (142) Kestävä ympäristö (21) Konetekniikka (211) Master School Business (79) Master School Engineering (25) Master School Engineering and Business (271) Master School ICT and Industrial Engineering (18) Ohjelmistotuotanto ja interaktiiviset teknologiat (17) Rakennustekniikka (79) Rakentaminen (77) Teknologiateollisuus (28) Tuotantotalous (135)

Terveys ja hyvinvointi

Bioanalytiikka (3) Ensihoito (62) Fysioterapia (43) Hammastekniikka (17) Kätilötyö (14) Master School Engineering and Business (271) Master School Health and Well-being (280) Radiografia (11) Sairaanhoito (103) Sosiaali- ja kasvatusala (99) Terveydenhoito (50) Toimintaterapia (43)

Tekniikka ja liiketoiminta

Ajoneuvo- ja kuljetustekniikka (29) Energia- ja ympäristötekniikka (107) ICT (135) Kemiantekniikka (142) Konetekniikka (211) Liiketalous (122) Logistiikka (49) Master School Engineering and Business (271) Master School Health and Well-being (280) Myynti (30) Rakennustekniikka (79) Teknologiateollisuus (28) Tuotantotalous (135) Yrittäjyys (14)