Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Abstract

Online learning environments contain many of the variables of face-to-face learning environments. However, the inability to be in the same physical environment may cause problems due to the student’s self-management of the process. At this point, self-regulation strategies (hereafter, SRS), also used in face-to-face learning, are essential in improving the process. This study (n=24) aims to present a broad perspective of the studies based on students’ SRS by focusing on online EFL/ESL learning research articles published in the last five (2018-2022) years. The studies determined by a search string and eligibility criteria were included in this systematic review using the PRISMA coding scheme guidelines and MAXQDA was employed for content analysis. 12 strategies were identified (self-evaluation, goal setting, time management, help-seeking, task strategy, environmental structuring, self-efficacy, strategic planning, self-observation/monitoring, self-satisfaction, achievement motivation, effort regulation/persistence) and 15 key attributes were found to support the student’s use of SRS in online language learning environments (motivation, interaction-feedback, metacognition, use of digital tools, pedagogical support, autonomous learning, good learning experience, positive belief, the reflection of the process, self-efficacy, authenticity, scaffolding, cultural interest, critical thinking, the flexibility of time). This study can serve as a guide when designing online environments for self-regulated language learning.