INTRODUCTION
Background to the study
The COVID-19 pandemic has significantly affected education in Vietnam, with approximately seventy percent of the global student population experiencing complete or partial school closures (UN, 2021) This disruption has directly influenced teaching and learning processes across the country.
In response to the abrupt cessation of in-class learning in 19 Vietnamese educational institutions, schools transitioned to online training materials, highlighting the varying levels of technical proficiency among students and teachers.
The Vietnam Ministry of Education and Training (MOET) has officially endorsed online learning as a means to educate geographically separated students MOET's minister emphasizes that utilizing the internet for teaching is not merely a temporary solution during the pandemic, but a significant opportunity for the education sector to advance its digital transformation Furthermore, it has been announced that academic achievements obtained through online learning will be officially recognized.
In traditional classroom learning, self-regulated learning (SRL) is considered to be one of the influential aspects of educational success (Cleary & Zimmerman,
Self-regulated learning (SRL) strategies are essential for success in both face-to-face and online classes, but their importance is heightened in the online learning environment due to the autonomy it offers Research indicates that students who do not effectively employ SRL strategies may misunderstand this autonomy, leading to difficulties in achieving course objectives Despite this, the focus on SRL strategies in online education has not received the same level of attention as it has in traditional classroom settings.
To study online effectively, students must take an active role in their learning and embrace self-regulated learning (SRL) strategies (Lai & Hwang, 2016) SRL involves improving self-awareness, cognitive regulation, and adjusting the learning process, allowing students to direct their own educational journey Highly self-regulated learners are motivated by their confidence in their ability to adapt and enhance their learning strategies, which is crucial for achieving academic success (Broadbent, 2017).
The coronavirus outbreak significantly disrupted the academic year, forcing all students in Ho Chi Minh City, including those at DHS, to transition to online learning for the first semester of the 2021-2022 school year Although DHS had already adopted blended learning prior to the pandemic, both students and teachers lacked adequate training in utilizing online teaching platforms such as LMS, Zoom, Google Meet, Google Classroom, and Google Forms Consequently, instructors and learners faced numerous challenges during online classes, including connectivity issues and difficulties in accessing high-speed computers, mobile devices, and necessary internet packages for effective online learning.
EFL high school learners must develop moderate self-regulated learning (SRL) skills, particularly in online learning environments, to become aware of their learning processes Therefore, it is essential to explore the SRL strategies employed by students in this study to enhance their ability to navigate extended periods of online learning effectively.
Statement of the problem
Self-regulation is essential for achieving educational goals, yet it remains a challenging skill for students to develop (McMahon & Oliver, 2001) To succeed, students must actively manage their own learning by leveraging diverse resources to
Many students struggle with self-regulated learning (SRL) strategies while studying online, which can hinder their success (Harris et al., 2011) This challenge is especially evident in online classes, where learners often face multiple tasks without adequate support from peers or instructors Consequently, a significant number of students may not reach their full potential in online learning due to insufficient proficiency in SRL strategies.
Self-regulated learning (SRL) is as crucial to personal development as education itself Educators should design courses that not only meet specific learning outcomes but also enhance students' self-regulatory skills, particularly in online learning environments To support effective online learning, it is essential to create resources that connect traditional learning methods with online SRL This requires students to first understand SRL and learn how to cultivate it in online settings, where educational support is limited and dropout rates tend to be higher compared to traditional classrooms.
In 2021, during the Covid-19 pandemic, DHS implemented an online English course that marked the first full-time online learning experience for students due to social distancing measures Many participants struggled with self-regulated learning (SRL) strategies, leading to a dependency on teachers for their English studies To enhance online learning efficiency, it is essential for educators to equip students with the tools and awareness necessary for effective self-regulation in their learning process.
This study addresses the lack of research on high school students' perceptions of self-regulated learning (SRL) strategies in online English courses, particularly during the COVID-19 pandemic The findings aim to provide valuable insights for educators and curriculum designers regarding the importance and effectiveness of promoting and evaluating SRL strategies in online learning environments Additionally, it highlights the need to assess students' attitudes toward SRL strategies in the context of online English classes at DHS in Ho Chi Minh City during this unprecedented time.
Aims and objectives of the study
This study aims to investigate the use of SRL strategies of students in learning English at a high school in Ho Chi Minh City, Vietnam, i.e., Dao Son Tay high school
(DHS) during the Covid-19 pandemic The following are the specific objectives of the study:
● to explore the extent of using SRL strategies in the online English course of the students at Dao Son Tay high school during the COVID-19 pandemic
● to discover the students’ attitudes towards the use of SRL strategies in the online English course at Dao Son Tay high school during the COVID-19 pandemic
Research questions
The following two research questions were addressed in this study:
1 To what extent do students use SRL strategies in the online English course at Dao Son Tay high school during the COVID-19 pandemic?
2 What are the students’ attitudes towards the use of SRL strategies in the online English course at Dao Son Tay high school during the COVID-19 pandemic?
Scope of the study
This study focuses on the application of self-regulated learning (SRL) strategies in an online English course at DHS, distinguishing it from traditional face-to-face learning environments Additionally, it explores students' attitudes toward these SRL strategies rather than their academic performance The scope of the research is intentionally limited due to the complexity of examining both SRL strategy usage and student attitudes.
The current study was conducted at Dao Son Tay High School in Ho Chi Minh City for convenience, focusing on a sample of 124 tenth-grade students from this institution.
In the realm of language learning research, questionnaires and semi-structured interviews are the most commonly utilized and effective tools for measuring strategies and attitudes As a result, the researcher employed these two instruments, utilizing questionnaires to gather quantitative data and interviews to collect qualitative insights.
Significance of the Study
This study aims to make significant theoretical and practical contributions to the understanding of self-regulated learning (SRL) strategies as key predictors of student academic success It offers instructors valuable insights into effectively implementing SRL strategies in their programs to enhance student achievements in online learning environments The findings are intended to serve as a useful reference for future research in this area while also expanding the researcher's expertise Additionally, the results contribute to the development of SRL strategies tailored for the online learning context in Vietnam.
This study aims to provide educators with practical strategies to enhance students' use of self-regulated learning (SRL) techniques By identifying the factors influencing EFL high school students' attitudes toward SRL strategies, teachers and researchers can improve online language learning outcomes The findings are expected to equip teachers with effective SRL strategies to address challenges in online language education, ultimately boosting students' academic performance Furthermore, the study serves as a valuable resource for syllabus designers to understand EFL students' perceptions of online SRL strategies, facilitating the development of online English courses that foster greater awareness and application of these techniques.
Definitions of key terms
Self-regulated learning strategies are essential for tenth-graders as they help students organize and utilize specific techniques to monitor their learning abilities and habits effectively.
The Online English course at DHS, conducted during the Covid-19 pandemic in 2021, utilized various digital platforms such as Google Meet, Zoom, Facebook, Zalo, and Google Classroom This learning management system allowed students to access their course syllabus, track academic progress, and engage in communication with both peers and instructors, enhancing the overall learning experience.
The Covid-19 pandemic, the severe acute respiratory syndrome coronavirus outbreak currently affecting the world, has resulted in severe social and educational disruption around the world
Attitude mentioned in this study refers to tenth-graders’ attitudes toward SRL strategies application in the online English course they took during the Covid-19 pandemic.
Organization of the thesis
This study contains five chapters
Chapter 1 presents an introduction to the study including background, problem statement, aims and objectives, research questions, scope, significance, definitions of the key terms and thesis organization
Chapter 2 presents students' use of self-regulated learning strategies in an online English course during the Covid-19 pandemic The terms of online teaching and learning, self-regulated learning in Vietnam and foreign context are clearly stated Furthermore, seven self-regulated online learning strategies and three aspects of attitudes are carefully investigated Many studies by Vietnamese and international scholars also have been recommended, summarized, and briefly reviewed in previous studies Finally, the researcher incorporates the present study's conceptual framework into the literature review
Chapter 3 discusses the methodology of the study including the research design, research site, sample and sampling procedures, research instruments, data collection procedures, data analysis procedures, reliability and validity
Chapter 4 provides the study's results from the data acquired through questionnaires and semi-structured interviews Furthermore, the discussion includes a comparison and contrast of the results with those of prior research
Chapter 5 summarizes the findings of the study, as well as presents the study implications, limitations, and recommendations for further research
The list of references and appendices are properly shown for better reference.
LITERATURE REVIEW
Introduction
This chapter presents key reviews and significant evidence from related literature, focusing on major themes such as online language teaching and learning, online self-regulated language learning, self-regulated language learning strategies, and students' attitudes toward self-regulated learning.
Online teaching and learning
The advancement of technology is continuously enhancing the possibilities of online education (Tsai et al., 2013) Terms such as remote learning, computer-based learning, web-based learning, cyber learning, and e-learning are often used interchangeably in literature, yet there is a lack of agreement on their precise meanings (Halverson & Graham, 2019) Online learning is a multifaceted concept, and defining it has sparked numerous debates Moore et al provide a straightforward definition of online learning, underscoring its complexity.
(2011) is learning that takes place through the internet
Online teaching, as defined by Ko and Rossen (2017), involves delivering courses fully or partially through the internet, utilizing web platforms or mobile apps that enable students to access course materials To participate in online learning, students require an internet-connected device, such as a computer, laptop, tablet, or smartphone According to Allen and Seaman (2015), online classes can be conducted in various formats: synchronously, where students and instructors interact in real-time; asynchronously, allowing students to complete assignments at their convenience; or through a blended approach, where most content is delivered online.
Online learning is a method of accessing educational activities and experiences, which has proven particularly effective for self-regulated learners According to Thomson (2010), it offers the flexibility to study at convenient times and locations, but also requires greater self-regulation compared to traditional learning, as students must take more responsibility for their own educational journey.
2.2.2 Online teaching and learning in Vietnam
Despite being a longstanding concept in Vietnam, online learning has garnered limited interest from educational institutions, researchers, and students Prior to the COVID-19 pandemic, many schools implemented online instruction as a supplementary method to face-to-face learning, offering diverse learning options and generating additional revenue for education (Pham Ngoc Thach & Nghiem Hong Van, 2022).
Vietnam has traditionally been cautious about online education, but the COVID-19 pandemic has created an opportunity to evaluate and enhance its online learning capabilities Although some universities had previously incorporated online learning, most were unprepared for a complete transition to online education when the pandemic struck In response to the first COVID-19 outbreak in early 2020, the Vietnamese government mandated the closure of educational institutions, compelling schools to adopt online platforms for instruction This abrupt shift placed both teachers and students in challenging circumstances, as many had never experienced extended periods of online learning before The primary platforms utilized for this transition in Vietnam include Zoom, Microsoft Teams, and Google Meet.
During the COVID-19 pandemic in Vietnam, online learning has become essential for all students to ensure ongoing education while prioritizing their health and safety Despite various concerns regarding the online learning environment mandated by schools, it is anticipated that this mode of education will persist during and after the pandemic This shift aims to mitigate potential risks and adapt to changing attitudes towards personal hygiene and innovative teaching methods (Maheshwari, 2021).
Online Language Teaching and Learning
Many institutions are shifting from face-to-face (FTF) education to online or blended learning formats, including language programs, due to growing evidence supporting the effectiveness of mixed language learning systems (Comas-Quinn, 2011) Remote language learning is characterized by electronic and bi-directional communication between students and teachers, as well as among students According to White (2006), online language learning encompasses the evolution of technology-mediated opportunities that are influenced by personal, institutional, and sociocultural factors, highlighting the complexity of this educational approach.
Online language learning has evolved from merely delivering content to fostering interactions among students, instructors, and native speakers While the individual learner paradigm remains important, it has been largely supplanted by a collaborative learning community in online education According to Blake (2011), various formats such as web-based, blended, or fully online courses are encompassed within the broader definition of online language learning.
Self-regulation and Self-regulated learning
Self-regulation, as defined by Zimmerman (2000), encompasses the planning and adaptation of thoughts, emotions, and behaviors to achieve personal goals Bandura (2001) identifies three cognitive motivators of self-regulation: cause attributions, consequence expectancies, and cognized goals The literature presents various definitions of self-regulation, influenced by different theoretical perspectives, with Boekaerts et al (2000) advocating for a comprehensive definition that includes the conscious regulation of cognition, emotion, and behavior to meet specific goals and contextual needs Ultimately, self-regulation represents a collection of monitoring systems rather than a singular process.
Self-regulation is essential for motivation, as it requires individuals to plan, monitor, and adjust their actions and thoughts to reach personal goals (Zimmerman, 2015) Learners demonstrate self-regulation by taking control of their own educational journey and leveraging their cognitive strengths to enhance academic competence Essentially, the ability to manage one's thoughts, emotions, and behaviors in pursuit of goals is closely linked to effective self-regulation.
Self-regulation refers to an individual's confidence in their ability to reach goals through their own efforts In educational research, the concept of self-regulation has been increasingly recognized and integrated into student learning practices, giving rise to the modern understanding of self-regulated learning.
Self-Regulated Learning (SRL) encompasses students' metacognition, motivation, and behavior regarding their learning processes, as identified by Zimmerman (2000) Building on this, Pintrich (2004) highlights the critical role of motivation in SRL, asserting that effective learning strategies must consider variations in student motivation alongside cognitive and metacognitive approaches.
Self-regulated learning (SRL) is defined by Boekaerts et al (2000) as a learner's proactive approach to achieving academic success This sequential process involves planning activities, monitoring progress, and evaluating learning outcomes, with reflection guiding adjustments for future tasks As emphasized by Zimmerman (2000), SRL strategies should be customized to meet the unique needs of individual students and their specific learning goals.
Self-regulated learning (SRL) is a well-researched concept that emphasizes the role of motivational and learning strategies in helping students achieve their educational objectives According to Zimmerman (2000), SRL is defined as "a process formed by self-generated thoughts, emotions, and actions that are cyclically planned and adapted to achieve personal goals" (p 13), highlighting its dynamic nature in fostering effective learning.
Self-regulated learning is not inherently asocial; rather, it involves goal-setting, strategy implementation, and self-evaluation, which can be learned from instructors and peers Self-regulated students actively seek support to enhance their learning, demonstrating personal initiative, persistence, and adaptability According to Zimmerman and Martinez-Pons (1986), those who can manage their learning environment are deemed self-regulated, as they focus on how to activate, modify, and sustain effective learning habits in both social and solitary contexts.
Self-regulated learning (SRL) strategies encompass cognitive, metacognitive, behavioral, and motivational elements that facilitate active student engagement with their learning environment In traditional online learning settings, SRL is recognized as a crucial factor influencing learner performance.
Self-regulation in language learning
Self-regulation of behavior is crucial for effective language learning, as it empowers individuals to manage their actions and emotions (Shirkhani & Ghaemi, 2011) Recently, the focus in language education has shifted from instructors to students, emphasizing their learning processes (Dornyei, 2015) According to Wang and Zhan (2020), self-regulation in foreign language learning is a self-directed approach that helps learners engage and maintain cognitive, emotional, and behavioral aspects to achieve their language learning objectives.
Effective language learning relies heavily on self-regulation, as instructors cannot cover every aspect of a foreign language due to its dynamic nature According to Littlejohn (2016), successful learners frequently employ universal strategies such as rehearsal, elaboration, organization, comprehension monitoring, and emotional regulation These strategies are developed through reflective thinking and self-questioning, which necessitate consistent practice and constructive feedback.
Online self-regulated learning
Self-regulated learning (SRL) is recognized as a crucial factor for effective learning, particularly in online environments where learners often operate with high independence and minimal guidance Scholars like Boekaerts et al (2000) highlight that students who can self-regulate their learning are among the most efficient, taking accountability for their outcomes through active engagement on metacognitive, motivational, and behavioral levels (Zimmerman, 2015) Research indicates that SRL strategies significantly enhance learning experiences and academic achievement in online contexts (Tsai et al., 2013), with numerous studies linking SRL to student success in these settings (Cho & Shen, 2013).
Online learning offers flexibility and emphasizes student responsibility, requiring learners to set goals, monitor their progress, seek help when needed, and manage their time effectively As online learners often receive less support from instructors and peers, they must engage in self-assessment and self-checking throughout the learning process to successfully complete their courses (Kuo, 2010).
Self-regulated language learning strategies
Teachers play a vital role in integrating self-regulated learning (SRL) strategies into online language classrooms to enhance student learning It is essential for students to actively employ these strategies while studying a foreign language online Numerous researchers have identified effective SRL strategies, including self-evaluation, goal-setting, planning, environmental structuring, seeking assistance, and reviewing materials (Zimmerman & Martinez-Pons, 1986; Zimmerman, 2000) Barnard-Brak et al (2009) further highlight the importance of environment structuring, goal planning, time management, help-seeking, task methods, and self-evaluation as commonly utilized SRL strategies This article will focus on a selection of these strategies for a comprehensive discussion.
2.7.1 Goal setting and planning strategies
Setting goals is a key aspect in motivating students to improve their academic performance Goal setting is regarded as a vital executive processing strategy among
According to researchers Harris et al (2011), self-regulated learning (SRL) strategies are essential for guiding student behavior A highly effective approach for online courses is to encourage learners to establish clear goals related to their course outcomes and to formulate detailed action plans to achieve these objectives This practice should be introduced at the beginning of the course, allowing students to set straightforward targets, such as desired grades or specific knowledge and skills they wish to acquire Additionally, these goals should be measurable and realistic, incorporating time tracking to ensure progress.
To develop self-regulated learning (SRL), students must engage in effective goal-setting and planning, which are interrelated components of SRL (Zimmerman, 2000) Planning involves three key stages: defining the task objective, strategizing methods to reach the goal, and assessing the time and resources needed (Cleary & Zimmerman, 2004) It is essential for students to take regular notes to track their progress After establishing specific goals, students should create a detailed action plan that reflects their understanding of the course context and outlines the necessary tasks to achieve their objectives (Harris et al., 2011).
According to Carter et al (2020), self-regulated learners utilize diverse strategies to successfully complete tasks and achieve goals The performance phase encompasses the techniques students apply during this process Task methods can be implemented in multiple ways, while metacognitive regulation, a key aspect of metacognition, involves the use of observable strategies or sequential processes to effectively manage cognitive activities aimed at reaching specific objectives.
Barak (2009) highlights that a significant challenge in self-regulated learning (SRL) is an individual's ability to effectively choose, combine, and manage various strategies Key task strategies include identifying project highlights, asking pertinent questions, prioritizing tasks, and adopting a systematic approach Additionally, techniques such as note-taking, completing homework, and researching the subject matter can enhance comprehension of the lessons.
Successful learners effectively utilize and adapt various learning strategies to meet their goals, but it's unrealistic to expect all students to possess a diverse set of strategies from the outset Over time, students need to explore and become familiar with different approaches to learning Teachers play a crucial role in fostering independent strategy use by demonstrating new techniques and offering the necessary support as students practice these strategies.
Time management is a crucial self-management skill that involves organizing and scheduling time to enhance job effectiveness and productivity According to Claessens et al (2007), it encompasses actions taken to complete tasks promptly Research by Miertschin, Goodson, and Stewart (2015) indicates that students who excel in time management within online learning environments tend to achieve higher grades and have a lower likelihood of dropping out.
Effective time planning and management are crucial self-regulatory skills for students, as highlighted by Barnard-Brak et al (2009) Research indicates that students who adopt strategies to enhance their performance and manage their time effectively are better at recognizing patterns in their study habits, which leads to a deeper understanding of the significance of time management and the development of valuable skills (Zimmerman, 2000).
Online learning environments differ significantly from traditional face-to-face classrooms, which can impact students' learning behaviors, emotions, and overall educational outcomes (Zhao et al., 2021) Research indicates that the physical setting of a study space plays a crucial role in influencing learner satisfaction and academic success (Tanner, 2008) Consequently, a conducive study environment positively affects students' emotions, motivation, and academic performance.
To enhance productivity during both offline and online study sessions, students should establish quiet study areas in their homes It is crucial for those seeking to focus without distractions to steer clear of noisy public spaces and instead create conducive environments for learning at home.
Self-regulated learning is essential for persistence in online classes, as highlighted by Pintrich (2004) and Barnard et al (2008) Educators can enhance student persistence by addressing individual needs and guiding them in the application of effective strategies that foster engagement, reflecting the unique aspects of online learning (Ilyas & Zaman, 2020) Moreover, students' intrinsic motivation significantly influences their persistence, leading to more frequent attendance in lessons.
Personal attitude significantly influences students' persistence in online learning, as highlighted by Ilyas and Zaman (2020) Those who maintain a positive outlook are more likely to complete their courses, enroll in additional online classes, and continue their studies beyond the drop period.
To enhance student persistence, it is essential to support struggling learners by incorporating time management and study skills into current courses, appointing advisors for online students to help them develop effective study plans and foster a sense of belonging, creating engaging short learning videos, and considering the implementation of student leaders or peer tutors who have previously achieved success (Au, Li & Wong, 2019).
Help-seeking is a valuable behavioral strategy that enhances learning, especially among self-regulated students who know when and whom to ask for help (Pintrich, 2004) This approach can be particularly effective for individuals seeking quick answers without extensive effort or comprehension However, it is important to differentiate between adaptive help-seeking, which focuses on learning and overcoming specific challenges, and dependent help-seeking, which is often considered an ineffective strategy.
Adopting a personal mastery goal fosters adaptive help-seeking among students, as those with a mastery perspective view seeking assistance as a valuable learning strategy rather than a sign of incompetence Research indicates that classroom environments that encourage mastery orientation enhance adaptive help-seeking behaviors (Barnard-Brak, 2009) Conversely, avoidance-mastery goals can lead to less effective help-seeking, as students focus on avoiding mistakes rather than achieving true mastery.
Students' attitudes toward SRL
Attitude, as defined by Brown (2001), encompasses a strong emotional connection to feelings, self, and social relationships, playing a crucial role in the learning process Students are more likely to succeed in learning when they hold positive attitudes, which can be influenced by life experiences Furthermore, Wesely (2012) highlights that attitudes toward language acquisition significantly affect success, though this impact is mediated by other factors Therefore, understanding and fostering positive attitudes is essential for enhancing learning outcomes.
Ajzen (2005) defines attitude as a combination of three observable components: affect, behavior, and cognition In this context, affect refers to the emotional response towards self-regulated learning (SRL) strategies, which serve as the attitude object The attitude object actively influences behavior, while cognition encompasses the beliefs and perceptions individuals hold about the SRL strategies.
Students' attitudes towards self-regulated learning (SRL) strategies significantly influence their academic outcomes, as a positive attitude can lead to improved learning results (Clearly & Zimmerman, 2004) Attitude, a key psychological concept, is evaluated through quantitative reactions that indicate positive or negative feelings According to Abidin et al (2012), fostering positive attitudes can enhance language acquisition by shaping students' beliefs and behaviors regarding SRL strategies.
Attitudes play a crucial role in self-regulated learning (SRL) behaviors, as they encompass affective, behavioral, and cognitive components Students who feel positive about using SRL strategies in an online English course, intend to utilize them more, and find them easy to implement are likely to develop favorable attitudes These attitudes then guide students' overall behavior in applying SRL strategies, leading to consistently positive outcomes Most SRL theorists emphasize that achieving personal goals involves a planned and cyclical approach that integrates cognitive, emotional, motivational, and behavioral elements.
2.8.2 Students’ Attitudes towards Self-regulated Learning
2.8.2.1 Cognitive aspect of attitude towards self-regulated learning
The cognitive component of attitude encompasses learners' beliefs and thoughts regarding their acquired knowledge and language acquisition processes (Baker, 1992) This aspect involves integrating prior knowledge with new information, creating new insights, and applying them in diverse contexts (Ajzen, 2005) When employing self-regulated learning (SRL) strategies, students may perceive these techniques as either easy to implement or essential for success in online English courses.
2.8.2.2 Affective aspect of attitude toward self-regulated learning
Baker (1992) highlights the emotional component of attitudes, emphasizing the significance of feelings toward the object of that attitude Feng and Chen (2009) further assert that learning is inherently an emotional activity influenced by various emotions The emotional aspect of attitude encompasses all emotional engagements students experience during the learning process Eshghinejad (2016) notes that the inner feelings and emotions of foreign language learners significantly impact their perspectives and attitudes toward the target language Consequently, when students utilize self-regulated learning (SRL) strategies in online language learning, their emotions play a crucial role in determining their success.
2.8.2.3 Behavioral aspect of attitude toward self-regulated learning
The behavioral aspect of attitude influences how individuals react in various situations A positive mindset enhances learning behaviors, information processing, and the pursuit of knowledge (Kara, 2009) Students with this attitude are more inclined to tackle problems, acquire practical skills, and engage emotionally in their education Furthermore, self-regulated learners actively work towards their academic and learning objectives (Zimmerman, 2000).
Previous studies
2.9.1 Previous studies in the international context
Recent research has increasingly focused on self-regulated learning (SRL) within online environments, exploring its effectiveness as a teaching method to enhance language performance among learners.
An exploratory study by Lynch and Dembo (2004) examined self-regulated learning (SRL) in a blended learning environment, revealing that self-regulatory strategies, such as self-efficacy and verbal ability, enhance academic performance The research involved 94 students enrolled in an undergraduate marketing course at a West Coast American research university Findings indicate that SRL significantly boosts learners' capacity to acquire knowledge and skills, ultimately leading to improved academic achievement in online learning contexts.
Chang (2007) investigated the effects of self-regulated learning (SRL) on the academic performance of 99 Taiwanese EFL learners in a web-based learning environment The findings indicated that SRL significantly affected both the academic success and motivation to study among EFL learners.
Ting and Chao (2013) investigated self-regulated learning (SRL) strategies in a blended learning environment with 22 vocational college students Their findings indicated that students reported the highest use of metacognitive strategies and the lowest use of cognitive strategies across the four SRL subcategories Additionally, it was found that students with a high level of competence outperformed those with intermediate competence, while gender did not significantly impact performance in any of the SRL subcategories.
Online self-regulated learning (SRL) is closely linked to academic success in digital education, but there is a scarcity of quantitative research on the topic A systematic review by Wong et al (2018) analyzed 35 studies from 2007 to 2015, focusing on methods to enhance SRL across various online learning environments while considering human factors such as gender, cognitive abilities, and prior knowledge The review emphasized the necessity of supporting SRL strategies and adapting them to these relevant human factors for improved educational outcomes.
Between 2010 and 2020, the average annual publication of studies on Self-Regulated Learning (SRL) in Massive Open Online Courses (MOOCs) reached eight Notably, 2020 saw the highest output, with an average of nine studies published, aligning with the findings of Chaves et al.
A systematic literature review conducted in 2020 highlighted the current state of self-regulated learning (SRL) engagement in MOOCs, focusing on technological applications rooted in psychological models The review analyzed 66 studies published between 2010 and 2020, revealing that not all literature addresses SRL in online settings Zimmerman emerged as the leading authority on SRL models, with key self-regulation strategies identified among MOOC participants, including goal setting, help-seeking, time management, self-evaluation, and strategic planning.
A study by Peng (2020) involving 240 Chinese college freshmen explored the relationship between self-regulated learning (SRL) strategies and learning effectiveness in a blended learning environment The results revealed that students who effectively utilized SRL strategies experienced enhanced English language learning outcomes, demonstrating higher satisfaction and improved performance.
Lin et al (2017) investigated the motivation and self-regulated learning (SRL) strategies of 466 American high school students in online language courses through structural equation modeling The study found that students employed SRL strategies at a moderate level, which were positively associated with their success in online learning.
Carter et al (2020) conducted research to identify effective strategies for K-12 students learning in online environments during the COVID-19 pandemic in the US, utilizing the Self-Regulated Learning (SRL) framework The study highlighted key strategies for addressing students' needs in online learning, including soliciting feedback on their learning preferences, providing pacing assistance, monitoring student engagement, and offering support to families These findings offer valuable solutions for educators seeking to enhance remote learning experiences.
A recent survey by Safaa (2021) involving 187 Saudi English majors revealed that students exhibited high levels of self-regulation in online learning environments, with no significant influence from their academic level on the use of self-regulated learning (SRL) strategies Similarly, Bylieva et al (2021) found that students perceived their ability to study online more positively compared to traditional classroom settings The study also indicated that self-regulation was most pronounced in environmental factors, while goal-setting and time management were the weakest areas.
2.9.2 Previous studies in the Vietnamese context
Research highlights the importance of Self-Regulated Learning (SRL) in improving online English-language education However, there is a noticeable lack of studies focusing on the SRL practices of English as a Foreign Language (EFL) learners in Vietnam's online learning environment.
In a study by Ngo Cong Lem (2019), the Motivated Strategies for Learning Questionnaire was utilized to analyze the relationship between self-regulated learning (SRL) and L2 listening competence among university English majors The results indicated that participants recognized SRL to a moderate extent, with metacognitive strategies significantly influencing the listening achievements of EFL learners.
Tran Quoc Thao and Phan Tran Ngoc Tu (2021) conducted a study on the use of self-regulated learning (SRL) strategies in project-based learning among high school EFL students, employing questionnaires and semi-structured interviews The results indicated that while respondents occasionally utilized SRL strategies, they predominantly exhibited a flexible approach to strategy usage.
In summary, previous studies have provided a comprehensive overview of self-regulated learning (SRL) strategies in online language learning during the Covid-19 pandemic, particularly in Vietnam Mixed-method research has been commonly employed to gather data, primarily focusing on university students, while the experiences of high school students remain underexplored A significant correlation exists between SRL and academic success, yet there is limited research on the application of SRL strategies in online language courses Consequently, there are notable gaps in understanding how SRL strategies can be effectively utilized in online English courses for Vietnamese high school students.
The Conceptual Framework of the study
The researcher developed the conceptual framework of the current study after reviewing and evaluating all of the literature reviewed and presented in the preceding sections
This research examines the implementation of self-regulated learning (SRL) strategies in an online English course, focusing on two main aspects: the utilization of SRL strategies by students and their attitudes towards these strategies during the Covid-19 pandemic.
Particularly, some pre-existing studies by Zimmerman and Martinez-Pons
Research by Pintrich et al (1993) and Barnard-Brak et al (2009) highlights the effectiveness of self-regulated learning (SRL) strategies in language acquisition These strategies encompass seven key dimensions: goal-setting and planning, task management, self-evaluation, time management, environmental structuring, persistence, and help-seeking Implementing these SRL strategies can significantly enhance students' language learning experiences.
The Self-Regulated Learning Interview Scale, originally developed by Zimmerman & Pons in 1986, assesses self-regulated learning (SRL) as a metacognitive, motivational, and behavioral construct This study identified 14 self-regulatory categories that encompass motivation, metacognition, and behavior The motivational categories include self-evaluation reactions and self-consequences, while the metacognitive categories feature goal setting and planning, organizing and transforming, seeking information, and rehearsing and memorizing Behavioral categories consist of environmental structuring, keeping records and monitoring, reviewing texts, notes, and tests, and seeking assistance.
Pintrich et al (1993) emphasized the importance of persistence in language learning, highlighting the need to adapt learning instruments to changing environments The research instrument developed by Barnard et al (2009) was utilized to assess students' self-regulated learning (SRL) levels in online settings, measuring six key dimensions: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation Their studies confirmed that the online SRL questionnaire demonstrated strong reliability and validity in both online and hybrid learning environments Additionally, students' attitudes towards SRL strategies encompass cognitive, emotional, and behavioral components, as identified in Baker's research.
(1992) and Ajzen (2005) Therefore, these two features of the current study contribute to a better understanding of how high school students use SRL strategies in an online English course.
Chapter summary
In the online English course, students employ seven self-regulated learning (SRL) strategies: goal-setting and planning, task management, self-evaluation, time management, environmental structuring, persistence, and help-seeking Additionally, this chapter explores three key aspects of attitude—cognitive, emotional, and behavioral—that influence the learning process.
Students’ Attitudes toward SRL Strategies
+ Goal setting and planning strategies
+ Cognitive aspect + Affective aspect + Behavioral aspect
METHODOLOGY
Introduction
This chapter details the research methodology to address the objectives outlined in Chapter One and answer the research questions It begins with an overview of the research design, methodology, and participant selection Additionally, it covers the study site, sampling procedures, research instruments, and data collection methods Finally, the chapter concludes with a discussion on the execution of data analysis procedures.
Research design
The study utilized a mixed-methods design to explore the extent of self-regulated learning (SRL) strategies employed by tenth graders and their attitudes toward these strategies in an online English course at DHS, integrating both qualitative and quantitative research elements.
Quantitative research focuses on objective measures to gather and analyze numerical data across groups, aiming to understand phenomena, as highlighted by Creswell (2013) This method was utilized to assess the use and perceptions of self-regulated learning (SRL) strategies In contrast, qualitative research enhances educational practice by deepening our understanding of phenomena (McMillan & Schumacher, 2010), specifically exploring participants' usage and perspectives The mixed-method approach combines both qualitative and quantitative techniques, providing a more comprehensive understanding of research topics than either method could achieve independently.
Research site
Dao Son Tay High School, located in Thu Duc City, serves nearly 2000 students with a dedicated staff of 105 members for the 2021-2022 academic year Despite its distance from the city center and limited facilities, the school maintains a high professional quality, thanks to the commitment of both staff and students DHS provides a vibrant college-preparatory curriculum that emphasizes a comprehensive range of subjects while offering unique opportunities for advanced classes and independent study The school's philosophy centers on student engagement and critical thinking, fostering a dynamic learning environment In addition to college readiness, DHS is committed to shaping students into responsible, respected citizens who are accountable for themselves and their community.
Participants at DHS spent seven years learning English using basic textbooks developed by MOET, necessitating a strong command of the language to pass the admission exam Before the COVID-19 pandemic, face-to-face (FTF) language teaching was the primary instructional method at DHS During the online course, students engaged in English studies four times a week, utilizing the same MOET textbooks Each class comprised five lessons lasting 45 minutes, covering eight units on various topics, including daily routines, education, famous personalities, and technology The curriculum emphasized practicing listening, reading, speaking, writing, and grammar skills.
Synchronous online lessons were conducted during scheduled weekday times, allowing educators to provide immediate feedback and contextualize content effectively, fostering educational innovation This approach facilitated real-time, collaborative engagement through interactive teacher-student Q&A sessions (Salmon, 2013) Additionally, the school recorded these lessons and incorporated them into the course materials for future access.
The course utilized basic English textbooks developed by MOET, featuring five 45-minute lessons each week These lessons were conducted synchronously online during designated weekday times, aligning with the school timetable This approach enabled educators to provide immediate feedback, contextualize learning, and foster innovative educational practices.
Synchronous learning fosters real-time collaboration between teachers and students through interactive Q&A sessions, enhancing engagement (Salmon, 2013) To support this learning model, the school recorded lessons and provided access to these videos as part of the course materials.
Sample and sampling procedures
The study focused on examining the use of self-regulated learning (SRL) strategies in an online English course at a high school, utilizing convenience sampling to access readily available students for research purposes.
Non-probability sampling, as defined in 2004, involves researchers selecting specific units from a sample based on the assumption that this smaller population will accurately represent the entire group Among the various types of non-probability sampling, convenience sampling was utilized in this study This method is frequently preferred due to its cost-effectiveness and simplicity compared to other sampling techniques.
The participants of the study were 124 tenth-graders (males and females) from three classes in DHS They were asked to complete the questionnaire Additionally,
A total of 10 participants voluntarily engaged in semi-structured interviews, with detailed demographic information presented in Table 3.1 This table highlights four key factors: class, gender, estimated English proficiency, and the number of online courses completed The sample comprised 124 students across three classes in one school, with 43 students (34.7%) from class 1, 42 students (33.9%) from class 2, and 39 students (31.5%) from class 3 The study included a specific count of male students among the participants.
In a recent study, it was found that 66 students (53.2%) were male, while 58 students (46.8%) were female Notably, the majority of students, 95 (76.6%), reported spending less than one hour daily on self-regulated learning Additionally, 19 students (15.3%) dedicated between one to three hours, while 5 students (4%) spent three to five hours, and another 5 students (4%) exceeded five hours on self-directed study each day.
Table 3.1 Demographic information of the respondents
3 Time for self-regulated learning per day
Research Instruments
The data collection was conducted using a questionnaire featuring Likert scale items, which are effective for gathering information through direct or indirect questions According to Patten (2017), surveys offer three main advantages: they provide an efficient means of data collection, allowing for easy recording and evaluation of responses; they are crucial for obtaining information on sensitive topics; and they are a cost-effective method for research.
This study utilized a questionnaire adapted from previous research by Barnard-Brak et al (2009), Jansen et al (2017), Zheng et al (2016), and Su et al (2018) to gather data on self-regulated learning (SRL) strategies, as these instruments were specifically designed to assess such strategies effectively.
This study utilized the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009), the Online Self-Regulated English Learning Questionnaire (Zheng et al., 2016), and the Online Self-Regulated English Learning framework (Su et al., 2018) to assess the self-regulation abilities of English language learners It draws upon established self-regulation theories in educational psychology to provide a comprehensive evaluation of learners' online engagement and self-management strategies.
The online self-regulated English learning questionnaire, developed by Schunk in 2011, was designed to evaluate EFL learners' strategies for self-regulation and monitoring in online learning environments According to Zheng et al (2016), this instrument demonstrated a high internal consistency reliability, achieving an overall Cronbach's alpha value of 0.90.
Table 3.2 shows the adapted questionnaire items in more details
The questionnaire assessed the use of self-regulated learning (SRL) strategies, drawing from the research of Barnard et al (2009), Jansen et al (2017), Su et al (2018), and Zheng et al (2016) It was specifically designed to evaluate students' attitudes towards SRL strategies in an online English course, utilizing a self-constructed format based on insights from Baker (1992) and Ajzen (2005), along with references from various studies, including Eshghinejad (2016).
The questionnaire comprises 56 closed-ended items divided into three sections The first section includes three items designed to evaluate demographic variables that may indirectly influence students' personal information and prior experiences with online learning, specifically focusing on gender, class, and daily time allocated for self-regulated learning.
Part two of the study comprised 28 items aimed at assessing participants' use of self-regulated learning (SRL) strategies, focusing on aspects such as goal-setting, planning, task management, self-evaluation, time management, environmental structuring, persistence, and help-seeking A five-point Likert Scale was utilized, ranging from "1" for not at all true to "5" for always true, with a neutral option of "3" for sometimes true This uneven scale was intentionally designed to accommodate students who may not frequently employ SRL strategies but still apply them in certain situations.
SRL strategies in the online English course This kind of information should be collected instead of neglecting
Part three of the study consisted of 25 items designed to assess students' attitudes toward self-regulated learning (SRL) across cognitive, affective, and behavioral dimensions Responses were measured using a four-point Likert scale, where "1" indicated Strongly Disagree (SD), "2" represented Disagree (DA), "3" signified Agree (A), and "4" denoted Strongly Agree (SA) This approach utilized even Likert scale items to capture extreme feedback by eliminating a neutral option, thereby encouraging respondents to express a definitive stance on their agreement or disagreement.
Interviews, as noted by Heigham and Croker (2009), offer unique insights into individuals' opinions and motivations that surveys often miss, allowing a deeper understanding of participants' lived experiences Cohen et al (2000) highlight the advantages of interviews, such as their ability to concentrate on specific topics and generate substantial data quickly In this study, semi-structured interviews were conducted with 10 students from three English classes to gather qualitative data, which complemented their questionnaire responses Participants were encouraged to share their self-regulated learning (SRL) strategies and personal opinions, ensuring their active engagement in their learning process and guiding the discussion's key themes.
The interview featured 12 open-ended questions, with the initial 7 focusing on participants' use of self-regulated learning (SRL) strategies, including goal-setting, planning, task management, self-evaluation, time management, environmental structuring, persistence, and help-seeking The final 5 questions assessed students' attitudes towards SRL strategies, addressing cognitive, affective, and behavioral dimensions.
To ensure participant comprehension, the survey questionnaire and interview were translated into Vietnamese Two colleagues with bachelor's degrees in English initially translated the materials and then collaborated to resolve any discrepancies, resulting in a finalized Vietnamese version of the questionnaire and interview.
Data collection procedures
Before the online English course began, the researcher created a video on self-regulated learning (SRL) strategies and shared it on the Facebook pages of three classes to provide students with foundational knowledge In the first week of the semester, students attended training sessions focused on the significance of SRL strategies in online learning, covering their definition, importance, and effective application Despite receiving guidelines from the instructor, not all students successfully utilized these strategies To foster the use of SRL strategies, the instructor organized discussions every four weeks, encouraging groups of students to share and reflect on the SRL strategies they had implemented.
The questionnaire was initially piloted with 20 tenth-graders who were not part of the study to identify any errors or misunderstandings in the questions After incorporating feedback from this pilot, the revised questionnaire was distributed to the participants, who voluntarily completed it via Google Forms within a week Prior to filling out the survey, participants were assured of the anonymity of the data collection process, informed about the confidentiality of their responses, and made aware of their right to withdraw at any time.
The researcher dedicated significant time and effort to instructing students during the pilot survey, resulting in a majority demonstrating strong comprehension and execution However, adjustments were implemented to enhance the survey's student-friendliness and align it more closely with established research criteria.
In preparing for the online course, I frequently question the course material and seek help when I encounter difficulties The questionnaire was structured into three parts: the first part included four items, the second part contained 28 items, and the third part had 24 items Additionally, minor grammar errors were corrected, and wording changes were made to enhance the relevance of the items for this study before conducting a content validity assessment.
The pilot study commenced on May 15, 2022, focusing on the content validity and reliability of subscales that assess student use of self-regulated learning (SRL) strategies and attitudes through a comprehensive online survey By late May 2022, the main survey was executed, followed by semi-structured interviews with 10 student volunteers about their use of SRL strategies and attitudes toward online learning Audio recordings of these interviews were collected for transcription and analysis.
Data analysis procedures
The initial step involved reviewing all participants' questionnaires to identify and correct errors, ensuring their accuracy and completeness, as emphasized by Cohen et al (2000) Subsequently, the quantitative data were analyzed using SPSS software version 25, which facilitated the calculation of means (M) and standard deviations Descriptive statistics were employed to address the research questions, resulting in composite scores for seven components of self-regulated learning (SRL) and three aspects of attitudes by averaging individual items from the questionnaire.
To analyze the mean scores for research question 1 regarding students' use of self-regulated learning (SRL) strategies and their attitudes, we utilized the interval coefficients established by Kan (2009) for a five-point Likert scale The interpretation criteria are as follows: Not at all true/very low (M=1.00 - 1.80), Rarely true/low (M=1.81 - 2.60), Sometimes true/moderate (M=2.61 - 3.40), Often true/high (M=3.41 - 4.20), and Always true/very high (M=4.21 - 5.00) For research question 2, we applied a similar approach using three intervals on a four-point scale, with the following criteria: Strongly disagree (M=1.00 - 1.75), Disagree (M=1.76 - 2.50), Agree (M=2.51 - 3.25), and Strongly agree (M=3.26 - 4.00).
Content analysis was utilized to examine the qualitative data collected from semi-structured interviews with instructors and students The interviews were recorded and subsequently translated into English solely for research purposes The researcher transcribed the recordings and employed qualitative analysis to gain insights into the participants' decisions following the surveys (Bloor, 2001).
The study meticulously recorded and transcribed all speech, including interruptions, from interviews to explore students' use of self-regulated learning (SRL) and their perceptions of it in online education The collected data was translated into English and analyzed using a content analysis method, which involved three key steps: familiarizing and organizing the data, coding and recoding responses, and summarizing and interpreting findings Each student's response was assigned a code (S1, S2, S3, , S10), while interview questions were labeled as IQ1, IQ2, IQ3,…, IQ12, facilitating a structured analysis of the insights gathered.
The methods of data analysis in relation to the research questions and instruments for the whole study were summarized in Table 3.3
Table 3.3 Data collection instruments and analysis methods to the research questions for the current study
1 To what extent do students use SRL strategies in the online English course at Dao
Son Tay high school during the COVID-19 pandemic?
2 What are the students’ attitudes toward the use of SRL strategies in the online English course at Dao Son Tay high school during the COVID-19 pandemic?
Reliability and Validity
Validity is essential for successful research (Cohen et al., 2000), and this study focuses on construct validity due to the strong relationship between sub-scales of self-regulated learning (SRL) strategies and attitudes A pilot questionnaire was conducted with 20 students on May 15th, 2022, to assess face validity and reliability It included three sections: demographic questions, 30 items on SRL strategy use, and 25 items on attitudes toward SRL strategies (see appendix B) The researcher provided thorough instructions, leading to high comprehension and execution among participants Adjustments were made to enhance the questionnaire's student-friendliness and alignment with research criteria, including the rephrasing of specific items Ultimately, the final version retained three demographic items, 28 items on SRL strategies, and 25 items on attitudes, with minor grammatical corrections and wording modifications applied to ensure content validity.
To ensure the questionnaires were suitable for Vietnamese participants, an iterative process of independent translation and back-translation was employed, as English is not their native language The content and construct validity of the established self-regulated learning (SRL) strategies were assessed by two external experts experienced in quantitative research within English language education Following their feedback, inappropriate items were removed, and the wording was refined for clarity Additionally, five volunteer students were interviewed online to evaluate the items prior to the survey distribution, leading to further amendments for any ambiguous questions The finalized English versions of the questionnaires are included in the Appendix.
If validity relates to precision, reliability refers to consistency over time (Field,
In this study, data were analyzed using descriptive statistics, including Cronbach's Alpha coefficients, to assess the consistency of sub-scales To ensure the reliability and validity of the questionnaires, a pilot study was conducted prior to the formal research, allowing for clarification of instructions, appropriate independent variable quantities, and the validity of observational methods (Bordens & Abbott, 2011) Following the pilot study, adjustments were made to enhance the validity and reliability of both the questionnaire and interview items.
The reliability of the questionnaire was evaluated using Cronbach’s Alpha, which served to analyze the data and assess the consistency of student responses According to George and Mallery (2003), Cronbach’s Alpha coefficients are categorized as follows: Unacceptable (below 0.500), Poor (0.500 to 0.599), Questionable (0.600 to 0.699), Acceptable (0.700 to 0.799), Good (0.800 to 0.899), and Excellent (0.900 and above).
The Cronbach’s Alpha indexes of the questionnaire of the current study are presented in the following table
Table 3.4 Cronbach’s Alpha Indexes of the questionnaire items
Aspects Cronbach's Alpha N of Items
Extent of using SRL strategies 928 28
The overall reliability of the questionnaire was excellent, with a Cronbach’s Alpha of 918 Additionally, the reliability for students’ use of self-regulated learning (SRL) strategies was 928, while the reliability for students’ attitudes was 919.
According to Bryman and Bell (2007), ethics play a vital role in both qualitative and quantitative research Prior to data collection, permission was obtained from the headmaster and consent from students at DHS to conduct the study Personal information collected was kept confidential, with participants assigned numbers that were encoded in an Excel file Additionally, the study's questionnaires, transcripts, and analyzed data were securely preserved in accordance with DHS regulations.
This chapter examined the research methodology, focusing on the research design, site, and sample characteristics such as gender, estimated English proficiency, and the number of online courses attended It also discussed the research instruments, including a questionnaire and semi-structured interviews, and provided detailed information on data gathering and analysis processes Finally, the next chapter will summarize and present the original findings derived from these methodologies.
Summary
This chapter analyzes data from questionnaires and semi-structured interviews, focusing on two key research questions: the extent of students' use of self-regulated learning (SRL) strategies and their attitudes towards these strategies To ensure triangulation, the findings are systematically presented, beginning with the results of both research questions Quantitative data is integrated with qualitative insights from the interviews, providing a comprehensive overview of students' SRL strategy usage and perceptions.
This article investigates the utilization of self-regulated learning (SRL) strategies by students in an online English course at DHS, presenting both quantitative and qualitative data across seven categories of SRL strategies for analysis and interpretation.
4.2.1.1 Goal setting and planning strategies
Table 4.1 below shows the descriptive statistics of the category “goal setting and planning” strategies.