Arab World English Journal (AWEJ) 2^nd Special Issue on Covid 19 Challenges January 2022                     Pp.22-34
DOI: https://dx.doi.org/10.24093/awej/covid2.2

Full Paper PDF

EFL Students’ Self-Regulated Learning Strategies during the Covid-19 Pandemic 

Do Minh Hung
Foreign Languages Faculty, Dong Thap University
Cao Lanh City, Vietnam

Received: 11/1/2021               Accepted: 1/10/2022              Published:1/24/2022

Abstract:
In the current contexts of Vietnam, college students are taking entirely or partially online courses due to the spread of the Covid-19 pandemic. Thus, students should develop and optimally employ self-regulated learning strategies for effective learning outcomes. Research also indicates that self-regulation among students is linked to the 21^st century skills. With this in mind, the present study attempts to investigate the self-regulated learning strategies of English-as-a-foreign-language (EFL) students from a local university in Vietnam. The study aims to identify EFL students’ self-regulation level, correlation between their two cognition knowledge and cognition regulation, and the correlation between their self-regulation level and GPA. Data is collected via a survey questionnaire encompassing two core components of cognition knowledge and cognition regulation. The results show a high level of the involved students’ self-regulation, a correlation between their cognition knowledge and cognition regulation, but a gap between their self-regulation level and GPA. On the obtained findings, pedagogical implications are addressed, and further research is suggested.
Keywords: Component, EFL students, self-regulated learning strategies

Cite as: Do, M. H. 2022). EFL Students’ Self-Regulated Learning Strategies during the Covid-19 Pandemic.  Arab World English Journal (AWEJ) 2^nd Special Issue on Covid 19 Challenges (2) 22-34.
DOI: https://dx.doi.org/10.24093/awej/covid2.2

References

Alotumi, M. (2021). EFL college junior and senior students’ self-regulated motivation for improving English speaking: A survey study. Heliyon, 7(4), 1-10. http://dx.doi.org/10.1016/j.heliyon.2021.e06664

Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7, 1-17. http://dx.doi.org/10.1080/2331186X.2020.1787018

Atcan Altan, N. (2021). A review of the plenary talks on advising and self-directed learning: Two important systems for learner autonomy. Studies in Self-Access Learning Journal, 12(3), 295–300. http://dx.doi.org/10.37237/120308

Bester, S. (2021). Self-directed learning as a method for future education. Alternative Horizon Platform, June Edition, 1-5.

Boran, M. & Karakus, F. (2022). The mediator role of critical thinking disposition in the relationship between perceived problem-solving skills and metacognitive awareness of gifted and talented students. Participatory Educational Research, 9(1), 61-72. http://dx.doi.org/10.17275/per.22.4.9.1

Diaz, I. (2015). Training in metacognitive strategies for students’ vocabulary improvement by using learning journals. Profile Issues in Teachers’ Professional Development, 17(1), 87-102. http://dx.doi.org/10.15446/profile.v17n1.41632

Fisher, M., King, J., Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525. http://dx.doi.org/10.1054/nedt.2001.0589

Ghanizadeh, A., & Mirzaee, S. (2012). EFL learners’ self-regulation, critical thinking and language achievement. International Journal of Linguistics, 4(3), 451-468. http://dx.doi.org/10.5296/ijl.v4i3.1979

Husman, J. (2008). Self-regulation is more than metacognition. Keynote address presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN.

Karatas, K. & Zeybek, G. (2020). The role of the academic field in the relationship between self-directed learning and 21st century skills. Bulletin of Education and Research, 42(2), 33-52.

Karataş, K., Şentürk, C., & Teke, A. (2021). The mediating role of self-directed learning readiness in the relationship between teaching-learning conceptions and lifelong learning tendencies. Australian Journal of Teacher Education, 46(6), 54-77. http://dx.doi.org/10.14221/ajte.2021v46n6.4

Mahlaba, S. C. (2020). Reason why self-directed learning is important in South Africa during the Covid-19 pandemic. South African Journal of Higher Education, 34(6), 120-136. http://dx.doi.org/10.20853/34-6-4192

Ministry of Education and Training. (2021). Quy chế đào tạo trình độ đại học. [Regulations of tertiary education], Vietnam.

Nosratinia, M., Ghavidel. S., & Zaker, A. (2015). Teaching metacognitive strategies through Anderson’s model: Does it affect EFL learners’ listening comprehension? Theory and Practice in Language Studies, 5(6), 1233-1243. http://dx.doi.org/10.17507/tpls.0506.16

Nosratinia, M., & Mohammadi, E. (2017). The comparative effect of teaching metacognitive strategies and collaborative strategic reading on EFL learners’ reading comprehension. International Journal of Applied Linguistics & English Literature, 6(3), 158-167. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.158

Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills. Virginia, USA: Stylus Publishing.

Ontai, D. (2021). Reflections on teacher’s role in SRL. Academia Letters, Article 248, 1-4.

Sun, T. & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90(June 2020). DOI: http://dx.doi.org/10.1016/j.system.2020.102221

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.

Tekkol, A. I. & Demirel, M (2018) An investigation of self-directed learning skills of undergraduate students. Front. Psychol., 9(2324), 1-14. http://dx.doi.org/10.3389/fpsyg.2018.02324

Teng, L. S. & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48(June 2020). http://dx.doi.org/10.1016/j.jslw.2019.100701

Üstün Kaya, S., & Keçik, İ. (2021). Practical ideas on developing learner autonomy for young learners. Studies in Self-Access Learning Journal, 12(3), 266–280. http://dx.doi.org/10.37237/120306

Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal, 48(2), 213-225. https://doi.org/10.1080/09571736.2017.1335766

Yaghi, E. T. (2021). The impact of metacognitive online reading strategies on online reading disposition of Saudi EFL learners. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges, 1, 364 -380. http://dx.doi.org/10.24093/awej/covid.27

Yang, F-Y. (2020). EFL learners’ autonomous listening practice outside of the class. Studies in Self-Access Learning Journal, 11(4), 328–346. http://dx.doi.org/10.37237/110403

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. http://dx.doi.org/10.1207/s15431tip4102­_2  

Zimmerman, B. J., Schunk, D. H., & Dibenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. In A. J. Elliot, C. S. Dweck, & D. S Yeager, Handbook of Competence and Motivation (pp.313-333) (2^nd ed.). New York, NY: The Guilford Press.