Self-regulated learning in online classes: A study of Indonesian and Malaysian language learners

Abstract

The sudden change from formal interaction to online classroom activities amidst the COVID-19 pandemic is challenging for both teachers and students. In such a situation, self-regulated learning (SRL) plays a crucial role in contributing to the success of language learning, particularly in the digital learning environment. To date, research examining language students’ SRL in the context of language learning in Southeast Asian countries (ASEAN) remains unexplored and needs more paucity of evidence. Drawing on this issue, the present study explores and compares Indonesian and Malaysian university students’ SRL toward digital language learning activities. The findings reveal that the students from both universities perform high mean scores on the questionnaire. Hence, it was concluded that they have a positive perception, high academic motivation, and good self-learning control toward digital learning activities. This study has implications in two ways. First, the results contribute to the enrichment of the current literature review about SRL in ASEAN contexts. Second, the results further provide insights for language educators in fostering academic performances of university students related to strategies for self-directed language learning, particularly amidst digital learning in the global pandemic. Future studies are suggested to explore self- regulated learning behaviors as performed by university students.