An Overview of Self-regulated Learning of EFL Learners in Online and Face-to-face Interactive Environments

Abstract

This study investigated Self-Regulated Learning (SRL) of English as a foreign language (EFL) students in online and face-to-face interactive environments. To achieve this goal, the study used a secondary analysis method through synthesizing existing studies related to the topic to provide an overview of the effectiveness of self-regulated learning in improving learners' learning outcomes. Key factors considered included social interaction, which plays an important role in building a positive learning environment; learning motivation, which motivates students to exert effort and maintain engagement; self-regulation strategies, which are the methods students use to manage their learning process; and engagement in the learning process, which reflects students’ initiative and positivity. The results of the study showed that there were significant differences in the way students used self-regulation strategies between the two learning environments. Specifically, students who take online classes tend to demonstrate higher self-regulation in certain aspects. This may be because the online environment requires students to be more autonomous and responsible in managing their time, planning their studies, and maintaining motivation. The study also shows that each learning environment has its own advantages and challenges, and students may need to adjust their self-regulation strategies to suit each environment. In addition to analyzing factors related to SRL, the paper also places the study in the context of higher education reform in Vietnam, where the application of technology in teaching and learning is becoming increasingly popular. This study not only provides insights into the learning situation of EFL students but also makes specific recommendations to improve the effectiveness of self-regulated learning for students in both online and face-to-face environments. These suggestions may include designing flexible learning programs, incorporating social interaction elements, and providing effective self-learning support tools. Research also suggests that developing SRL skills is not only important for English language learning but also plays a large role in helping students achieve success in their studies in general and in their future careers.