English Learners' Self-Regulated Learning Strategies

Abstract

This study investigates the relationship between self-regulated language learning strategies English learners use in online and traditional classrooms and their self-regulation experiences in both settings. An explanatory sequential design was used to make a comparison. A total of 106 students from a preparatory school at a Turkish state university took part in the study and seven students were interviewed to better understand their experiences. The results suggest that students had a higher mean of self-regulation in face-to-face classrooms than online. There is a significant positive relationship between their self-regulated learning in face-to-face and online classes. Language learners' self-regulation in face-to-face education accounts for 32% of their online self-regulated learning. The qualitative data supports quantitative data and reveals significant themes and categories to uncover students' self-regulation in face-to-face and online environments. The results are comparatively discussed. Implications and recommendations are provided.