The purpose of the study was to investigate EFL undergraduate students’ self-regulation in synchronous online learning environments. The participants of this study consisted of 124 English majors enrolled in courses delivered via Zoom. The data were gathered using two questionnaires, the Online Self-regulation Questionnaire (Barnard et al., 2009) and a seven-item questionnaire regarding the students’ perceived usefulness of technology in improving English language skills. The findings indicated that students had moderate levels of self-regulation, with the highest level of environmental structuring and the lowest level of help-seeking. Moreover, students showed the strongest perceptions concerning the usefulness of technology in improving listening skills, but they were skeptical about the usefulness of technology in developing writing skills. The results also revealed weak positive correlations between students’ online self-regulation and their perceptions of using technology to learn English. Also, regression analysis showed a weak linear association, but it suggested that the students’ perceived usefulness of technology still could be a significant predictor. This study, conducted amid the COVID-19 pandemic, shed light on the importance of self-regulation in synchronous online learning environments. It is suggested that understanding and promoting online self-regulation should be emphasized.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 23권 4호