University students' self-regulation in standard and enforced online language learning
Keywords:self-regulation, self-regulated language learning, distance language learning, online education, tertiary language education, self-regulation processes
Since new learning environments are believed to affect student motivation and cognition, and thus, have a huge impact on the processes underlying self-regulated learning, the transition to online learning due to the COVID-19 pandemic is likely to have challenged students’ ability to remain in charge of the learning process. Distance language learners could be particularly challenged by profusion of material, cognitive overload or unsettled participation patterns. Based on introspective data obtained from a representative sample of 321 university students majoring in various foreign languages, the present study aims to compare participants’ self-regulation in standard and online education and identify problem areas which demand action. At the same time, it seeks to respond to earlier calls for providing teachers with insights into students’ changing self-regulation routines and the processes underlying these changes. Data analysis clearly indicates that participants’ self-regulation (SR) has significantly deteriorated due to the shift from standard to online learning with respect to all the investigated SR areas. Also, while the investigated students reported a relatively high level of SR in the planning stage, their dramatically low level of reflection over the learning process could be seen as an impediment to a smooth transition from standard to distance learning.
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