Strategic Self-Regulation of Non-English Major Students in Online EFL Classes
Main Article Content
Abstract
In the current era of digital transformation in higher education, online English language learning has become a popular approach in Vietnam. However, non-English majors frequently encounter serious challenges, such as decreased interaction, technological obstacles, and a lack of self-discipline. This qualitative study investigates the implementation of the Strategic Self-Regulation (S2R) model, as proposed by Rebecca Oxford (2017), among non-English majors at a public institution. The primary objective is to explore the specific S2R strategies employed by these students and how such strategies affect their academic outcomes in online learning classrooms. The research adopted a case study design, collecting data from 14 purposefully chosen participants who demonstrated notable academic progress in their online English courses using semi-structured interviews and learning journals. Data were analyzed using thematic analysis to identify recurrent patterns of strategy adoption and their perceived influence on learning. The results reveal that effective online learners often use a sophisticated combination of meta-strategies, affective strategies, and social strategies. In particular, meta-strategies such as careful goal setting and strict time management on Learning Management Systems (LMS) were pivotal for maintaining consistency. While social strategies bridged the interaction gap through peer-to-peer digital collaboration outside of formal class hours, affective strategies assisted students in managing “online fatigue” and speaking anxiety. The findings suggest a strong correlation between the intentional application of S2R strategies and better learning outcomes, which show up as higher assessment scores and increased learner autonomy. According to the study’s findings, S2R is a significant determinant of success in online English learning environments. It offers pedagogical implications for language instructors, suggesting that explicit strategy instruction should be incorporated into online curricula. This research study contributes to the existing literature by offering a nuanced qualitative perspective on the lived experiences of Vietnamese non-English majors in a digital learning environment.
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