Self-regulation of Chinese EFL Learners at Different Proficiency Levels in Online Learning

Abstract

An increasing amount of research has been conducted on self-regulation and online learning. Less attention, however, has been focused on the self-regulated ability of EFL learners of different language proficiency in online learning environments. This study explores the relationship between Chinese EFL learners’ language proficiency and their online self-regulation. The participants of the study consisted of 180 college students majoring in English language. The data were gathered using the Online Self-regulation Questionnaire [1]. The result shows that EFL learners of high proficiency and EFL learners of low proficiency differ significantly in their self-regulation. Based on these results, the implications for online learning and recommendations for promoting self-regulation are discussed. This study, conducted amid the COVID-19 pandemic, shed light on the importance of improving self-regulation in online learning environments. It is suggested that understanding and promoting online self-regulation should be emphasized.