Does it make a difference? COVID-19 and its effect on a factor structure of SRL in an EFL online context

Abstract

Self-regulated learning (SRL) is considered an important skill for not only academic achievement, but also second language (L2) development. Proficient L2 speakers often display more developed SRL skills than novices, and it has been shown that SRL instruction can improve L2 learning results. In Japan, the context of this paper, little research had been done on SRL in online L2 learning environments prior to the emergency remote teaching (ERT) period during COVID-19, and the effects of that period are still forthcoming. This study aims to fill the gap by conducting a factor analysis of the SRL of 498 EFL learners across 12 Japanese universities at the end of the first year of ERT in 2021. The results from exploratory factor analysis (EFA) indicated that four factors (goal setting, task strategies, environmental structuring, and classmate communication) were important with classmate communication being a new combined factor of help seeking and self-evaluation. Additional analysis based on prior online learning experience indicated that experience played a role in SRL in online L2 learning contexts. These findings suggest that instruction of SRL and carefully cultivated classroom environments could be beneficial for online L2 learning success.