EFL Students’ Self-Regulated Online Learning in Post-Pandemic Hybrid Education

Abstract

This study measured self-regulated online learning skills of English language learners in post-pandemic hybrid education. A quantitative survey design was adopted and students majoring in English Language and Literature at a state university in Türkiye in 2021-2022 academic year constituted the population of the research. The Self-Regulated Online Learning Scale was administered to the students of three active grades in the department (preparatory, first and second grades). As a result of statistical analyses, the findings demonstrated that the students’ self-regulated online learning skills were at a moderate level both in general and with respect to self-regulation dimensions. Additionally, no significant difference was observed in students’ reported self-regulated learning across groups of gender, years of education and perceived foreign language levels whereas significant differences were revealed for the variable of frequency of attendance to online classes. The results are discussed and some recommendations are provided.