Abstract
Coping with technological revolution has become unavoidable in the educational process. In addition to the various advantages of integrating technology into the traditional classroom, utilizing it has been compulsory as an inevitable solution to a global crisis such as the Coronavirus pandemic that we face these days. The present study, using a case study design, aims at exploring self-regulatory strategies that undergraduate university students practice while engaging in virtual classrooms. Participants of the study were 187 university students from all levels. They are all majoring in Teaching English as a Foreign Language (TEFL). Data were collected using mixed method approach in which two tools of measurement were used in the research. An online questionnaire was administered to the participants, then online focus group interviews were conducted. Data gathered were analyzed statistically and findings revealed that non-native TEFL students are high-level self-regulatory learners with no significant effect of university level on students’ self-regulation. In addition, pedagogical recommendations were displayed.
Highlights
MethodsThis study used a case study design assigning the mixed- method approach to collect data
Data gathered were analyzed statistically and findings revealed that non-native Teaching English as a Foreign Language (TEFL) students are high-level self-regulatory learners with no significant effect of university level on students’ self-regulation
The present study aims at answering the following questions: 1) What are the most frequently used self-regulatory learning strategies that TEFL students use in online classrooms? 2) Is there a significant relationship between students’ university level and their use of self-regulatory learning strategies? 3) Is there a significant relationship among the six subscales of self-regulatory learning strategies? 4) What are TEFL students’ attitudes towards online learning as a self-regulatory learning environment?
Summary
This study used a case study design assigning the mixed- method approach to collect data. Complementarity refers to examining the various aspects or layers of the phenomenon being investigated (Riazi & Candlin, 2014). The first is the level of self-regulation that university students possess in online learning. Data needed for this aspect were collected through a questionnaire. The other area of investigation is university students’ attitudes towards online learning from the perspective of self-regulatory. This was examined by conducting focus group interviews.
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