Examining The Role Of Self-Regulation In Online Learning For Non-Native English Language Learners

Abstract

For optimal input in the process of learning a new language, interaction is essential. The extent to which a comprehensive interactive system is made accessible for second/foreign language (L2) learners affects the success of the learning process. Both students and teachers need to strike a balance between (a) freely exchanging ideas and (b) fostering an effective communicative learning environment in their interactions (Sari, 2018). In order to enhance interest and participation via language input, the teaching of a second language should use both verbal and nonverbal communication. For the classroom, this means that students will be better able to achieve their desired learning outcomes. As a result, it is widely agreed that it is crucial for students to engage in productive patterns of interaction in a second language classroom in order to acquire the language effectively. Due to the global crisis brought on by the COVID-19 pandemic, the education system around the world has been forced to shut down, much like a storefront would. As a result, educators are shifting their focus from traditional classrooms to virtual ones in an effort to keep the learning process going in some fashion. There have been many developments in the area of e-learning as a result of the incorporation of various online learning modalities, such as virtual courses, video conferencing, and blended learning. Traditional classrooms are comparable to their virtual counterparts in terms of efficacy since both require students to actively engage with course material and get feedback on their performance. Learning a new language is no exception; success depends on intelligible information, active participation, and corrective feedback. Though online education is becoming more popular, it is not without its drawbacks. The purpose of this study is to examine how non-native speakers of English regulate or perceive their own online learning at the university level. To get the necessary information, a questionnaire was used. There were five Likert scales in this survey.