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• W4295954767 abstract "This study investigates the relationship between self-regulated language learning strategies English learners use in online and traditional classrooms and their self-regulation experiences in both settings. An explanatory sequential design was used to make a comparison. A total of 106 students from a preparatory school at a Turkish state university took part in the study and seven students were interviewed to better understand their experiences. The results suggest that students had a higher mean of self-regulation in face-to-face classrooms than online. There is a significant positive relationship between their self-regulated learning in face-to-face and online classes. Language learners' self-regulation in face-to-face education accounts for 32% of their online self-regulated learning. The qualitative data supports quantitative data and reveals significant themes and categories to uncover students' self-regulation in face-to-face and online environments. The results are comparatively discussed. Implications and recommendations are provided." @default.
• W4295954767 created "2022-09-16" @default.
• W4295954767 creator A5038695108 @default.
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• W4295954767 date "2022-06-24" @default.
• W4295954767 modified "2023-09-30" @default.
• W4295954767 title "English Learners' Self-Regulated Learning Strategies" @default.
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• W4295954767 doi "https://doi.org/10.4018/978-1-6684-4205-0.ch004" @default.
• W4295954767 hasPublicationYear "2022" @default.
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