Self-regulated Learning in an Online Asynchronous EFL Classroom in Japan: What Strategies Do Students Use?

Abstract

Online second language (L2) learning classes at the university level have been increasing in Japan and around the world. Self-regulated learning (SRL) and language learning strategies (LLS) have shown efficacy in increasing L2 learning achievement and skills acquisition, but how students selfregulate and what strategies are necessary in online classes have yet to receive much attention in the literature. To fill this gap, the current study examined SRL and LLS use in an asynchronous EFL classroom at a Japanese university utilizing a survey (N = 17) and interviews (n = 7) with secondyear students between the ages of 19-20 years old. This study builds on previous research that indicated environmental structuring, goal setting, task strategies and classmate communication were important factors in online L2 learning contexts. Findings showed that strategies were selected based on individual course objectives (task completion, quality, or L2 learning focus) and that individual preferences impacted strategy choice. Additionally, deliberate establishment of social presence could have potentially enhanced classmate communication, and self-reflection and the SRL cycle can be impacted by individual learning goals. These findings can be useful for researchers and instructors investigating training methods for online L2 students and the promotion of more effective online L2 learning strategies.

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