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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
