Welcome to the InfoSci Platform
English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education

English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education

Merve Vezir, Cahit Erdem
Copyright: © 2022 |Pages: 26
ISBN13: 9781668442050|ISBN10: 1668442051|ISBN13 Softcover: 9781668442067|EISBN13: 9781668442074
DOI: 10.4018/978-1-6684-4205-0.ch004
Cite Chapter Cite Chapter

MLA

Vezir, Merve, and Cahit Erdem. "English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education." English as a Foreign Language in a New-Found Post-Pandemic World, edited by Walaa M. El-Henawy and Maria del Mar Suárez, IGI Global, 2022, pp. 67-92. https://doi.org/10.4018/978-1-6684-4205-0.ch004

APA

Vezir, M. & Erdem, C. (2022). English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education. In W. El-Henawy & M. del Mar Suárez (Eds.), English as a Foreign Language in a New-Found Post-Pandemic World (pp. 67-92). IGI Global. https://doi.org/10.4018/978-1-6684-4205-0.ch004

Chicago

Vezir, Merve, and Cahit Erdem. "English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education." In English as a Foreign Language in a New-Found Post-Pandemic World, edited by Walaa M. El-Henawy and Maria del Mar Suárez, 67-92. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4205-0.ch004

Export Reference

Mendeley
Favorite

Abstract

This study investigates the relationship between self-regulated language learning strategies English learners use in online and traditional classrooms and their self-regulation experiences in both settings. An explanatory sequential design was used to make a comparison. A total of 106 students from a preparatory school at a Turkish state university took part in the study and seven students were interviewed to better understand their experiences. The results suggest that students had a higher mean of self-regulation in face-to-face classrooms than online. There is a significant positive relationship between their self-regulated learning in face-to-face and online classes. Language learners' self-regulation in face-to-face education accounts for 32% of their online self-regulated learning. The qualitative data supports quantitative data and reveals significant themes and categories to uncover students' self-regulation in face-to-face and online environments. The results are comparatively discussed. Implications and recommendations are provided.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.