Self-Regulation of Online ESL Learners in a Sri Lankan Undergraduate Context
AUTHORS
Sumudu Nisala Embogama,University of the Visual and Performing Arts, Sri Lanka
ABSTRACT
The COVID-19 pandemic has necessitated the rapid adoption of emergency remote teaching worldwide, including in Sri Lanka. With limited time for preplanning and a sudden shift to virtual instruction, students and educators faced unprecedented challenges. Compelled to learn within the confines of their homes, students were required to develop strategies to stay focused, directed, and motivated, as the monitoring gaze of the teacher became less salient in the virtual learning context. Hence, this case study investigated the presence of Self-Regulated Learning (SRL) among a group of undergraduate English as a Second Language (ESL) students engaged in online learning via the Zoom application. It also explored effective practices employed by ESL teachers to support self-regulated learning in this kind of learning environment. Using the exploratory research design, quantitative data were gathered from a convenience sample of 203 ESL learners who were following their year one English course virtually. Apart from a self-report online questionnaire shared among the respondents, semi-structured interviews were conducted to gather qualitative data to cross-tabulate the findings. Study findings reveal that participants demonstrated positive self-regulation, encompassing goal setting, environment structuring, time management, and help-seeking. The cultivation of self-regulated learners was facilitated by continuous teacher support, availability of teacher and peer assistance, and well-designed activities promoting self-regulation despite the virtual mode of learning. These outcomes underscore the importance of establishing a supportive and engaging virtual learning environment, even in the absence of physical classroom interactions. Sharing the good practices identified in this study, this research provides valuable recommendations for educators facing similar challenges. This study contributes to the evolving body of knowledge on effective pedagogical approaches during emergency remote teaching while also highlighting the significance of fostering self-regulated learning skills among students, enabling adaptation, and helping them to persevere in learning despite challenging circumstances.
KEYWORDS
COVID-19, Emergency remote teaching, Self-regulated learning, Virtual learning environment, ESL education
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