Efl Undergraduate Students’ Online Self-Regulated Learning Strategies During Covid-19 Pandemic

Abstract

This research aims to identify online self-regulated learning strategies of EFL undergraduate students during the COVID-19 pandemic. This research involved 81 EFL undergraduate students batch 2020 majoring in English Language Education in a private university in Indonesia. The Online Self-Regulated English Learning (OSEL) questionnaire adapted from Zheng et al (2016) was chosen as the instrument of this research. The questionnaire consists of 21 items. The findings reveal that the profile of online self-regulated learning strategies of the 5 domains are (1) goal setting (M= 3.800, SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3) task strategies and time management (M= 3.365, SD= 1.062), (4) help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M= 3.784, SD= 0.968). The findings also show that EFL undergraduate students have high self-regulated learning strategies in the environment structuring domain, especially in arranging and determining the right place that supports learning English. Then have low self-regulated learning strategies in task strategies and time management domains, especially in preparing questions when learning English. For further research, the researcher recommends other researchers to do research to investigate the relationship between the length of time undergraduate students learn English and self-regulation abilities.