Exploring self regulated online learning skills of efl learners in distance education
Özet
The aim of the current study is to investigate self-regulated learning skills of EFL learners in online English
course in distance education. It also aims to explore the relationship between the learners’ self-regulated
learning skills, their age and gender. With this aim, the Self-Regulated Online Learning Questionnaire
(SOL-Q) was conducted in order to assess learners’ self regulated online learning skills in terms of five
sub dimensions including metacognitive skills, time management, environmental structuring, persistence
and help seeking. 120 students studying in various departments of a state university participated in the
study. Results revealed that the students could manage their environmental structuring skills at ‘good’ level.
However, they rated themselves moderately successful in metacognitive skills, persistence, help seeking and
time management dimensions. Furthermore, the study indicated that there was not a statistically significant
difference between female and male EFL learners and no statistically significant difference was found between
the learners’ age and their self-regulated skills. The study suggested that distance education students need
to improve their self-regulated online learning skills in order to be more autonomous learners in learning a
foreign language.