Abstract
Purpose – At the beginning of 2020, the COVID-19 pandemic affected many aspects of life, including education. In response, the Indonesian government mandated all educational institutions, including universities, to implement online learning. Through online learning, many university students experienced considerable changes in the way they regulated their knowledge-seeking process. This research examined the level of EFL university students' self-regulated learning during their online learning activities for an English academic writing course, as well as the difficulties encountered and strategies developed in the online learning context. Methodology – This research employed a convergent mixed-method research design by adapting the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009) and an open-ended questionnaire to discover the students' difficulties and strategies during online learning. The study involved 307 students of the English 3 (Academic Writing) course at President University, Indonesia. Descriptive statistics were employed to analyse the quantitative data sets, while the qualitative data sets were systematically coded and thematically analysed. Findings – The statistical analysis indicated that the students had a medium level of self-regulated learning skills. The qualitative analysis revealed that in the context of online self-regulated learning, the issues they faced included technical, material, time management, study space, and motivation issues. At the same time, the students attempted to alleviate these issues by improving collaboration and time management, and adopting technical, academic, and affective strategies. Significance – By exploring the level of students' self-regulated learning skills, this study provides insights for universities and lecturers into students’ ability to regulate their learning in an online learning context. Additionally, this study has identified the difficulties students face in the online learning process and their strategies to overcome these issues, which can practically inform educational institutions about the necessary support that should be provided to facilitate students' self-regulated learning skills in the online learning context.
Highlights
In response to the Coronavirus or COVID-19 pandemic, many educational institutions around the globe have been asked to implement online learning activities to minimize the spread of the virus
In order to prevent the spread of COVID-19, the Indonesian government mandated all educational institutions to conduct online learning sessions so that students could study from home
The mean of the six dimensions was 2.81, which meant that the students had a medium level of self-regulated learning (SRL) skills
Summary
In response to the Coronavirus or COVID-19 pandemic, many educational institutions around the globe have been asked to implement online learning activities to minimize the spread of the virus. UNESCO notes that the pandemic has disrupted the learning activities of more than 290.5 million students around the world as a result of school closures (Yulistiana, 2020). The Indonesian government imposed preventive measures by halting face-toface learning activities. Through the Ministry of Education, the government mandated all educational institutions at all levels to implement online learning activities beginning mid-March 2020 (Iqbal, 2020). Educational stakeholders (school/college bureaucrats and teachers) and users (parents and students, including university students) have experienced a significant change in their learning activities, transitioning from full face-to-face mode to full online mode.
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