SELF-REGULATED LEARNING STRATEGY USE AND LEARNING OUTCOMES ACHIEVEMENT IN AN ONLINE ESP COURSE AT TERTIARY LEVEL DURING THE COVID-19 PANDEMIC

Abstract

Understanding the benefits of using self-regulated learning (SRL) strategies in online courses may help both EFL teachers and students improve the quality of teaching and learning EFL at tertiary level. The current study aims to investigate students’ use of SRL strategies, their perceived learning outcomes, and the correlation between the use of SRL strategies and perceived learning outcomes in an online ESP course at Ho Chi Minh City University of Technology (HUTECH University) in Vietnam with the participation of 148 fourth-year English-majored students. Both quantitative and qualitative data were gathered via the employment of the questionnaire and interview. Data were analyzed through the use of descriptive statistics, Pearson correlation analysis, and content analysis. The study revealed 3 major findings: (a) all the 6 categories with 24 online SRL strategies were used at a rather high level; (b) most students perceived that they could achieve their learning outcomes; and (c) a positive correlation exists between the use of SRL strategies and the achievement of perceived learning outcomes. Based on the findings of the study, several pedagogical implications for teachers, students and researchers are offered.