Students’ use of self regulated learning strategies in an online english course during the covid 19 pandemic a study at dao son tay high school

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------

NGUYEN NU HOANG YEN

STUDENTS’ USE OF SELF-REGULATED
LEARNING STRATEGIES IN AN ONLINE
ENGLISH COURSE DURING THE COVID-19
PANDEMIC:
A STUDY AT DAO SON TAY HIGH SCHOOL

Major: English Language
Course code: 80220201
HO CHI MINH CITY, December/ 2022


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------

STUDENTS’ USE OF SELF-REGULATED
LEARNING STRATEGIES IN AN ONLINE
ENGLISH COURSE DURING THE COVID-19
PANDEMIC:
A STUDY AT DAO SON TAY HIGH SCHOOL
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English Language
(19394 words)
Course code: 80220201

By
NGUYEN NU HOANG YEN
Supervised by
LE VAN TUYEN, Ph.D.
HO CHI MINH CITY, December/ 2022


The thesis entitled STUDENTS’ USE OF SELF-REGULATED LEARNING
STRATEGIES IN AN ONLINE ENGLISH COURSE DURING THE COVID-19
PANDEMIC: A STUDY AT DAO SON TAY HIGH SCHOOL was successfully
defended and approved on……...................... at Ho Chi Minh City University of
Technology (HUTECH).
Academic supervisor : ...........................................................................

Examination Committee
1. ................................................................ Chair
2. .................................................... ............ Reader 1
3. ................................................................ Reader 2
4. ................................................................ Member
5. ................................................................. Secretary Member
On behalf of the Examination Committee
Chair

i


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
-----------------------------------------Ho Chi Minh city, December 2022

MASTER’S THESIS REPORT
Student name: NGUYEN NU HOANG YEN

Sex: Female

Date of birth: 9th February,1988

Place of birth: Nghe An

Major: English Language

Student code: 2041900022

I- Thesis title:
STUDENTS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN
AN ONLINE ENGLISH COURSE DURING THE COVID-19 PANDEMIC: A
STUDY AT DAO SON TAY HIGH SCHOOL
II- Objectives and contents:
This study aims at exploring the students’ use and attitudes toward SRL strategies
use in an online English course during the Covid-19 Pandemic at Dao Son Tay high
school. The research objectives are as follows:
●

to explore the extent of using SRL strategies in the online English course of the
students at Dao Son Tay high school during the Covid-19 pandemic

●

to discover the students’ attitudes towards the use of SRL strategies in the online
English course at Dao Son Tay high school during the Covid-19 pandemic

This study was conducted at Dao Son Tay high school in Thu Duc, Ho Chi Minh
city.The participants were the EFL high school students who were studying an online
English course during Covid-19 pandemic. In order to gain the results, I applied the
mixed-method: quantitative and qualitative, two instruments were utilized:
questionnaire and semi-structured interview in order to collect the data, both of which
are applied for the students who have studied an online English course.

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III- Starting date: 7th June 2022
IV- Completing date: 30th December 2022
V- Academic supervisor: LE VAN TUYEN, Ph.D.
ACADEMIC SUPERVISOR

FACULTY DEAN

(full name, signature)

(full name, signature)

iii


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
STUDENTS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN
AN ONLINE ENGLISH COURSE DURING THE COVID-19 PANDEMIC: A
STUDY AT DAO SON TAY HIGH SCHOOL

In terms of the statement of requirements for Theses in Master’s programs issued by
the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
University of Technology.
Ho Chi Minh City, December 2022

NGUYEN NU HOANG YEN

iv


RETENTION AND USE OF THE THESIS
I hereby state that I, NGUYEN NU HOANG YEN, being a candidate for the degree
of Master of Arts (English Language) accept the requirements of the University
relating to the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis deposited
in the Library should be accessible for purposes of study and research, in accordance
with the normal conditions established by the Librarian for the care, loan, and
reproduction for theses.
Ho Chi Minh City, December 2022

v


ACKNOWLEDGEMENTS
I would want to offer my heartfelt gratitude to everyone who made it possible for me
to finish my thesis. First and foremost, I want to thank my supervisor, Dr. Le Van
Tuyen, for his patience, inspiration, and remarkable experience, as well as for his
advice during the writing and research of my master thesis. Personally, I could not
have imagined how I could have accomplished this course without such a
great supervisor and mentor. Second, I want to express my gratitude to Dr. Nguyen

Thi Kieu Thu, the Dean of the English Language Faculty, as well as Dr. Tran Quoc
Thao, who has assisted me not only in finishing my study but also in my learning
process. In addition, I would like to express my appreciation to all of my English
teachers and students who took part in my survey at Dao Son Tay high school which
enabled me to gather essential data and complete my study. Last but not least, I would
like to express my deep appreciation to my husband for his unwavering support and
encouragement spiritually during the research and writing process for this
study paper.

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ABSTRACT
It has been shown that self-regulated learning (SRL) is essential to language
acquisition since learners may self-regulate their learning process. However, the use
of SRL strategies among EFL students at all educational levels, including high
schools, remains challenging, especially in online courses during the Covid-19
pandemic. Understanding this issue might be advantageous for practitioners.
Therefore, the aim of this study is to investigate the extent of students' use of and
attitudes towards SRL strategies in an online English course during the Covid-19
pandemic. The study was conducted at Dao Son Tay High school (DHS) in Ho Chi
Minh City with the participation of 124 tenth-graders. For data collection, two
research instruments were employed, i.e., questionnaire surveys and semi-structured
interviews so that both quantitative and qualitative data were obtained. Descriptive
statistics and content analysis were used for data analysis. The findings of the study
revealed that among 7 categories of SRL strategies, 6 of them were used by the
majority of students at a moderate level. The only category that was used at a high
level was “environmental structuring strategies". Moreover, the results showed that
the students had positive attitudes towards the use of SRL strategies in terms of
affective, behavioral, and cognitive aspects. Last but not least, various pedagogical

implications were provided for teachers and students to enhance online English
teaching and learning in the context of the study. ( 230 words)
Key words: SRL strategies, online learning, online English course, high school,
Vietnamese context

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Table of Contents
CERTIFICATE OF ORIGINALITY……………………………………………..iv
ACKNOWLEDGEMENTS………………………………………………………vi
ABSTRACT……………………………………………………………………....vii
LIST OF FIGURES……………………………………………………………….xii
LIST OF ABBREVIATIONS AND SYMBOLS…………………………………viii
CHAPTER 1: INTRODUCTION ........................................................................... 1
1.1. Background to the study……………………………………………………......1
1.2. Statement of the problem ..................................................................................... 2
1.3. Aims and objectives of the study ......................................................................... 3
1.4. Research questions……………………………………………………………...4
1.5. Scope of the study................................................................................................ 4
1.6. Significance of the Study………………………………………………………4
1.7. Definitions of key terms………………………………………………………..5
1.8. Organization of the thesis .................................................................................... 6
CHAPTER 2: LITERATURE REVIEW ............................................................... 7
2.1. Introduction ......................................................................................................... 7
2.2. Online teaching and learning ............................................................................... 7
2.2.1. Online teaching and learning ........................................................................ 7
2.2.2. Online teaching and learning in Vietnam ..................................................... 8
2.3. Online Language Teaching and Learning ........................................................... 8
2.4. Self-regulation and Self-regulated learning ......................................................... 9

2.4.1. Self-regulation............................................................................................... 9
2.4.2. Self-regulated learning ................................................................................ 10
2.5. Self-regulation in language learning.................................................................. 11
2.6. Online self-regulated learning ........................................................................... 11
2.7. Self-regulated language learning strategies ....................................................... 12
2.7.1. Goal setting and planning strategies ........................................................... 12
2.7.2. Task strategies ............................................................................................. 13

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2.7.3. Time management strategies....................................................................... 14
2.7.4. Environmental structuring strategies .......................................................... 14
2.7.5. Persistence strategies .................................................................................. 15
2.7.6. Help-seeking strategies ............................................................................... 15
2.7.7. Self-evaluation strategies ............................................................................ 16
2.8. Students' attitudes toward SRL .......................................................................... 17
2.8.1. Attitudes ...................................................................................................... 17
2.8.2. Students’ Attitudes towards Self-regulated Learning ................................. 18
2.9. Previous studies ................................................................................................. 19
2.9.1. Previous studies in the international context .............................................. 19
2.9.2. Previous studies in the Vietnamese context ................................................ 21
2.10. The Conceptual Framework of the study ........................................................ 22
2.11. Chapter summary ............................................................................................. 24
CHAPTER 3: METHODOLOGY ........................................................................ 25
3.1. Introduction ....................................................................................................... 25
3.2. Research design ................................................................................................. 25
3.3. Research site ...................................................................................................... 25
3.4. Sample and sampling procedures ...................................................................... 27
3.5. Research Instruments ......................................................................................... 28

3.5.1. Questionnaire .............................................................................................. 28
3.5.2. Interview ..................................................................................................... 30
3.6. Data collection procedures ................................................................................ 31
3.7. Data analysis procedures ................................................................................... 32
3.7.1. Data from questionnaires ............................................................................ 32
3.7.2. Data from interviews................................................................................... 33
3.8. Reliability and Validity ..................................................................................... 34
3.9. Ethical issues ..................................................................................................... 36
3.10. Summary .......................................................................................................... 36
CHAPTER 4: RESULTS AND DISCUSSION .................................................... 37

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4.1. Introduction ....................................................................................................... 37
4.2. Results ............................................................................................................... 37
4.2.1. SRL Strategies Use ......................................................................................... 37
4.2.2 Students’ Attitudes towards the use of SRL strategies .................................... 47
4.3. Discussion .......................................................................................................... 55
4.3.1. The Extent of SRL strategies use ................................................................ 55
4.3.2. Students’ attitudes toward SRL strategies use ............................................ 57
4.4. Summary ............................................................................................................ 59
CHAPTER 5: CONCLUSION .............................................................................. 60
5.1. Summary of the main findings of the thesis ...................................................... 60
5.2. Pedagogical implications………………………………………………………61
5.2.1. Implications for the English teachers .......................................................... 62
5.2.2. Implications for students in general English classes of DHS ..................... 62
5.3. Limitations ......................................................................................................... 63
5.4. Recommendations for the further research ........................................................ 63
LIST OF REFERENCES ....................................................................................... 64

APPENDICES ......................................................................................................... 72
APPENDIX A: Questionnaire For Student (English Version)…………………….72
APPENDIX B: Questionnaire For Student (Vietnamese Version) .......................... 78
APPENDIX C: Interview Protocol For Students (English Version) ........................ 84
APPENDIX D: Interview Protocol For Students (Vietnamese Version) ................. 86
APPENDIX E: The Interview Transcript of Students (English Version) ................ 88
APPENDIX F: Endorsement Form ........................................................................ 103
APPENDIX G: Plagiarism Report ......................................................................... 104
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Total:

2036 words
5687 words
3376 words
7038 words
1334 words
19394 words

x


LIST OF TABLES
Table 3.1. Demographic information of the respondents………………………….28
Table 3.2. Adapted questionnaire items ……………...…………………………...29
Table 3.3. Instruments of data collection and analysis …………………………...33
Table 3.4. Cronbach’s Alpha Indexes……………………………………………..37

Table 4.1: Descriptive Statistics of Goal setting and planning strategies................38
Table 4.2: Descriptive Statistics of Task Strategies……………………………….37
Table 4.3: Descriptive Statistics of Self-Evaluation strategies …………………….40
Table 4.4: Descriptive Statistics of Time management strategies …………………41
Table 4.5: Descriptive Statistics of Environmental structuring strategies…………42
Table 4.6: Descriptive Statistics of Persistence strategies…………………………44
Table 4.7: Descriptive Statistics of Help-seeking strategies……………………….45
Table 4.8: Descriptive Statistics of 7 categories of SRL strategies………………..47
Table 4.9: Descriptive Statistics of Behavioral aspect …………………………….48
Table 4.10: Descriptive Statistics of Cognitive aspect…………………………….50
Table 4.11: Descriptive Statistics of Affective aspect……………………………..52
Table 4.12: Descriptive Statistics of all three aspects of attitudes…………………54

xi


LIST OF FIGURES
Figure 2.1: Conceptual framework of the study…………………………………..24

xii


LIST OF ABBREVIATIONS AND SYMBOLS
SPSS

SPSS Statistical Package for Social Science

SRL

self-regulated learning

DHS

Dao Son Tay High school

EFL

English as foreign language

COVID 19

Coronavirus disease 2019

MOET

Ministry of Education and Training

UN

United Nation

FTF

face-to-face

MOOC

Massive online open course

xiii

CHAPTER 1
INTRODUCTION
1.1. Background to the study
The COVID-19 pandemic, which has infected seventy percent of the world's
student population due to complete or partial school shutdown (UN, 2021), has had
a direct impact on teaching and learning in Vietnam. To avoid the spread of COVID19, most Vietnamese educational institutions abruptly stopped in-class learning. As
a result of the closures, schools were forced to use online training materials,
regardless of students' or teachers' capacity to use technical resources.
Vietnam Ministry of Education and Training (MOET) has endorsed online
learning, a mode of providing education to geographically separated learners.
According to MOET minister, the use of the internet for teaching and learning is not
only a temporary solution during the pandemic, but it also provides a chance for the
education sector to accelerate its digital transformation. Along with it, it has been
declared that online learning academic achievement would be officially recognized
(MOET, 2020).
In traditional classroom learning, self-regulated learning (SRL) is considered
to be one of the influential aspects of educational success (Cleary & Zimmerman,
2004). As SRL strategies are important in typical face-to-face (FTF) classes, it is
logical to suppose they will be much more crucial in online classes. Since online
learning is characterised by autonomy, it is believed that self-regulation becomes a
vital component of success in this virtual setting (Cho & Shen, 2013). Students who
lack SRL strategies may misinterpret the online learning autonomy and hence fail to
accomplish the course objectives. However, the significance of SRL strategies has
not gotten the same attention in the online environment as it has in the regular
instructional context.
In order to study online effectively, students must actively engage in their own
learning and assume responsibility for it (Lai & Hwang, 2016). Students with SRL
use a number of learning strategies to improve self-awareness, environmental,

cognitive regulation, and learning process adjustment. Accordingly, SRL is a method

1


of constructive learning in which students self-direct their learning. Learners who are
highly self-regulated feel motivated because they believe their ability to leverage and
alter learning strategies is imperative for success (Broadbent, 2017).
The coronavirus outbreak drastically disrupted the academic year. All students
in Ho Chi Minh city including DHS were asked to study online for the first semester
of the school year 2021-2022. While DHS had embraced blended learning even
before the COVID-19 pandemic, neither students nor teachers were given appropriate
training on how to employ effectively online teaching platforms including LMS,
Zoom, Google Meet, Google Classroom and Google Forms. As a result, instructors
and learners encountered a variety of challenges in online classes, including
connectivity problems, as well as their inability to purchase high-speed computers,
mobile phones, and internet packages required for their online learning.
Practically, given the fact that EFL high school learners need to have a
moderate level of SRL skills, especially in online learning environments, they must
become conscious of their own learning process. Consequently, there is a strong need
for investigating SRL strategies used by the students in the context of this study to
help them better cope with online learning for such a long period of time.
1.2. Statement of the problem
Self-regulation has long been regarded to be desirable but challenging to attain
educational goals (McMahon & Oliver, 2001). Students must take charge of their
own learning by utilizing a variety of sources for their own learning objectives and
students must take responsibility for their own education. As Seli and Dembo (2012)
claim that learning is something that students do, not something that happens to them.
While learning online, students frequently lack the SRL strategies required to
achieve their goals as not all students are self-regulated (Harris et al., 2011). This is

particularly true in online classes where students are frequently required to perform
multiple school tasks with little or no assistance from peers or teachers. This raises
the very real possibility that a substantial proportion of students are not as successful
as they can be in online learning due to a lack of SRL strategy proficiency.
Most importantly, there is a need to recognize that SRL is an enviable factor
that is just as important in life as education (Boekaerts et al., 2000). If the role of an
2


educator is to help students become better learners, then courses must be designed
not only to satisfy specified unit outcomes but also to scaffold the development of
self-regulatory skills. In the context of online learning, this is especially evident.
Rather than asking students to start online learning without being trained on how to
learn effectively, mediums that bridge the nexus between traditionally supported
learning and online SRL must be developed. However, in order for this to happen,
students must first gain a solid understanding of what SRL is and how it may be
fostered in online environments where users have less access to educational support
and attrition rates are higher than in traditional classes.
Online English course in this study refers to a particular English class which
was available language learning platform used at DHS during the Covid-19 pandenic
in 2021. Respectively, as a result of social distancing, this was the first time students
in DHS experienced full-time online study. Because to a lack of SRL strategies, most
participants may have struggled to take charge of their own learning. Moreover,
students at DHS do not seem to be very active in their English learning as many of
them are still dependent on their teachers. Therefore, it is critical for teachers to
provide students with opportunities to become aware of SRL to manage the process
of learning as well as to use SRL strategies to learn online more efficiently.
Additionally, there are few studies that look into how high school students
perceive SRL strategies use in online English courses. Therefore, this study was
conducted to bridge this research gap. The research results are expected to inform

educators and curriculum designers of the value and necessity, promotion, evaluation
and significance of SRL strategies in and through online learning environments.
Furthermore, little literature has been found to explore high school students’ attitudes
toward the use of SRL strategies in online English courses during the COVID-19
pandemic in the context of the study. It is also critical to assess students' SRL
strategies use in online English classes, given the setting of the research, DHS in Ho
Chi Minh City, during the Covid-19 Pandemic.
1.3. Aims and objectives of the study
This study aims to investigate the use of SRL strategies of students in learning
English at a high school in Ho Chi Minh City, Vietnam, i.e., Dao Son Tay high school
3


(DHS) during the Covid-19 pandemic. The following are the specific objectives of
the study:
●

to explore the extent of using SRL strategies in the online English course of the
students at Dao Son Tay high school during the COVID-19 pandemic

●

to discover the students’ attitudes towards the use of SRL strategies in the online
English course at Dao Son Tay high school during the COVID-19 pandemic

1.4. Research questions
The following two research questions were addressed in this study:
1. To what extent do students use SRL strategies in the online English course at Dao
Son Tay high school during the COVID-19 pandemic?
2. What are the students’ attitudes towards the use of SRL strategies in the online

English course at Dao Son Tay high school during the COVID-19 pandemic?
1.5. Scope of the study
This study is narrowed down to the extent to which SRL strategies were used
in an online English course referring to a specific English class at DHS rather than in
face-to-face environment. Furthermore, this study also examined the students'
attitudes toward SRL strategies in an online English course rather than students’
academic achievement. This study needs to be limited because investigating SRL
strategies use and students’ attitudes is complex.
Regarding the research site, the current study was conducted at Dao Son Tay
high school in Ho Chi Minh city rather than at other high schools for convenience.
Therefore, the researcher limited the participants in this study to 124 Dao Son Tay
high school tenth-graders.
Among many instruments measuring strategies use and attitudes toward
language learning, questionnaire and semi-structured interview seem to be the most
used and effective tools. Consequently, the researcher used these two research
instruments: questionnaires for quantitative data and interviews for qualitative data.
1.6. Significance of the Study
This study is intended to be significant theoretically and practically.
Theoretically, this current study complements existing literature on SRL strategies as
major predictors of student academic progress. Particularly, this study has provided
4


instructors with vital insight into theories on how significant SRL strategies may be
implemented in their programs based on the data and analysis provided to promote
students’ achievements in online learning environments. Therefore, it is hoped that
the present study may serve as a beneficial reference for future studies in the same
domain. Furthermore, the study is expected to broaden the researcher's expertise and
research experience. Last but not least, the results of this study have facilitated the
emergence of SRL strategies for comprehending the online learning environment in

Vietnam.
Practically, this study might give educators feasible ways for encouraging
students to use effective SRL strategies. Based on the results of this study, teachers
and researchers will be able to discover the aspects that impact EFL high school
students' use and attitudes toward SRL strategies and methods to make online
language learning more successful. The findings of this study will hopefully provide
teachers in the context of the study with practical experience in using SRL strategies
to alleviate problems that hinder online language learning for the purpose of
improving learners' academic achievements. Additionally, the study is expected to be
a helpful guide for syllabus makers to identify the factors leading to the perceptions
of EFL high school students on online SRL strategies so that online English courses
can be created in such a way that will promote students' awareness and application of
SRL strategies.
1.7. Definitions of key terms
Self-regulated learning strategies: In the current study, the term refers to
tenth-graders’ ways of organizing and using a particular set of strategies to keep track
of their own learning abilities and habits.
Online English course refers to a particular class at DHS that are conducted
during the Covid-19 pandenic in 2021 through learning management system, Google
Meet, Zoom with the reinforcement of Facebook, Zalo, Google Classroom, and
quizzes in which students can view their course syllabus and academic progress, as
well as communicate with other students and their teachers.

5


The Covid-19 pandemic, the severe acute respiratory syndrome coronavirus
outbreak currently affecting the world, has resulted in severe social and educational
disruption around the world.
Attitude mentioned in this study refers to tenth-graders’ attitudes toward SRL

strategies application in the online English course they took during the Covid-19
pandemic.
1.8. Organization of the thesis
This study contains five chapters.
Chapter 1 presents an introduction to the study including background,
problem statement, aims and objectives, research questions, scope, significance,
definitions of the key terms and thesis organization.
Chapter 2 presents students' use of self-regulated learning strategies in an
online English course during the Covid-19 pandemic. The terms of online teaching
and learning, self-regulated learning in Vietnam and foreign context are clearly stated.
Furthermore, seven self-regulated online learning strategies and three aspects of
attitudes are carefully investigated. Many studies by Vietnamese and international
scholars also have been recommended, summarized, and briefly reviewed in previous
studies. Finally, the researcher incorporates the present study's conceptual framework
into the literature review.
Chapter 3 discusses the methodology of the study including the research
design, research site, sample and sampling procedures, research instruments, data
collection procedures, data analysis procedures, reliability and validity.
Chapter 4 provides the study's results from the data acquired through
questionnaires and semi-structured interviews. Furthermore, the discussion includes
a comparison and contrast of the results with those of prior research.
Chapter 5 summarizes the findings of the study, as well as presents the study
implications, limitations, and recommendations for further research.
The list of references and appendices are properly shown for better reference.

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CHAPTER 2
LITERATURE REVIEW

2.1. Introduction
Certain reviews and major evidence of related literature are presented in this
chapter. Online language teaching and learning, online self-regulated language
learning, self-regulated language learning strategies, and students' attitudes toward
self-regulated learning are some of the major themes covered in this study.
2.2. Online teaching and learning
2.2.1. Online teaching and learning
Developing technology is continually extending the potential for online
education and driving it forward (Tsai et al., 2013). Theoretically, terminology
frequently used interchangeably like remote learning, computer-based learning,
web-based learning, cyber learning and e-learning appear in the publications, while
there is little consensus on what they signify (Halverson & Graham, 2019). Online
learning is a complex concept, and there have been numerous controversies over the
best way to define it. In a simple way, online learning, as defined by Moore et al.
(2011) is learning that takes place through the internet.
According to Ko and Rossen (2017), delivering a course entirely or partially
via the internet, either over the Web or through mobile applications that allow
students to engage with online course materials, is known as online teaching. Online
learners will need an internet-connected device, such as a computer, laptop, tablet, or
smartphone. Additionally, Allen and Seaman (2015) suggest that online classes can
be delivered synchronously, with lecturers and students meeting electronically at a
set time, asynchronously, with students completing assignments at their leisure, or in
a blended or hybrid format, with the majority of the content delivered online.
Respectively, online learning refers to the process of gaining access to learning
activities and experiences. Thomson (2010) concludes that online learning has been
very effective for self-regulated learners as it allows students to study at a time and
location that is convenient for them. The researcher also emphasizes that online

7

learning demands more self-regulation than traditional learning as learners are more
accountable for their learning process.
2.2.2. Online teaching and learning in Vietnam
Although online learning is not a new notion in Vietnam, in fact, online
learning has been recommended for years, educational institutions, researchers, and
students have shown little interest. Many schools had previously utilized online
instructions for their students as a complement to FTF learning to provide different
learning alternatives for students as well as an extra source of revenue for education
before the COVID-19 epidemic (Pham Ngoc Thach & Nghiem Hong Van, 2022).
Vietnam has been hesitant to embrace online education, but COVID-19
provides a chance to assess and improve the country's online education capabilities
(Vu Cong Giao et al. 2022). Despite the fact that some universities had already been
using online learning as a complement before Covid-19, most were unprepared for a
fully online experience (Le Ha Thanh & Truong Thi Thanh Canh, 2021). Since the
first COVID-19 outbreak in early 2020, the Vietnamese government has taken
difficult action to close all educational institutions and schools have been forced to
switch to an online platform for their education. Consequently, teachers and students
have been in a difficult situation. This is the first time many students and teachers
have ever been exposed to fully online learning for such a long time. Zoom, Microsoft
Teams, and Google Meet have been the three primary streaming systems employed
in Vietnam for online learning (Pollack et al., 2020).
Online instructions are not optional during the COVID-19 pandemic in
Vietnam but are required for all students in order to provide continuing education and
secure their health and safety. While there are numerous concerns about the schoolmandated online learning environment, it is believed that online learning will
continue during the pandemic and even thereafter to avoid potential hazards and adapt
people's new attitudes about personal cleanliness and new teaching approaches
(Maheshwari, 2021).
2.3. Online Language Teaching and Learning
Across a variety of fields, many institutions are transitioning from mostly FTF

education to online or to blended learning. Languages are no exception, especially
8


in light of rising evidence of the efficacy of mixed language learning systems
(Comas-Quinn, 2011). Additionally, remote language learning is distinguished by
two features: communication must be electronic and bi-directional between students
and teachers, as well as among students. White (2006) in her holistic literature review
points out that online language learning is defined as the growth of technologymediated language learning opportunities that are more complicated and impacted by
personal, institutional, and sociocultural aspects than any definition suggests.
The focus of online language learning has shifted from content delivery to
promoting interactions between students, professors, and native speakers. The
researcher also shows the significance of the individual learner paradigm, but online
education has replaced it with a collaborative learning community. Blake (2011)
concludes that a web-based, blended or hybrid or completely online course all fall
under the umbrella of the term online language learning.
2.4. Self-regulation and Self-regulated learning
2.4.1. Self-regulation
According to Bandura (2001), there are three types of cognitive motivators
when it comes to self-regulation: cause attributions, consequence expectancies, and
cognized goals. The cognitions and behaviors associate with accomplishing personal
objectives are referred to as self-regulation (Zimmerman, 2000). The researcher also
defines self-regulation as the planning and adaptation of ideas, feelings, and
behaviors in order to achieve personal goals. Diverse definitions of self-regulation
can be found in the literature, depending on the theoretical viewpoints from which it
has been investigated (Boekaerts et al., 2000). They argue that a more comprehensive
definition should take into account the ability to consciously regulate cognition,
emotion, and behavior in service of a goal or to meet the specific cognitive and social
needs of a given context. This term refers to a collection of monitoring systems that
underpin the ability to self-regulate, rather than a single process.

Self-regulation is vital for motivation because it demands people plan, monitor,
and alter their actions and thoughts in order to achieve personal objectives
(Zimmerman, 2015). Respectively, learners engage in self-regulation when they take
charge of their own learning and use their innate cognitive strengths to develop their
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academic competence. In other words, the skill to manage one's own opinions,
feelings, and behaviors to achieve one's goals is closely correlated with selfregulation.
In short, self-regulation represents an individual’s belief in his ability to
achieve desired goals as a result of his own actions. Researchers in education-related
fields have gradually come to recognize and apply the psychological idea of selfregulation to student learning or educational practice, leading to the current concept
of self-regulated learning.
2.4.2. Self-regulated learning
Zimmerman (2000) identifies SRL refers to students' levels of metacognition,
motivation, and behavior in relation to their own learning. In line with Zimmerman's
description, Pintrich (2004), a significant researcher in SRL, emphasizes the
significance of motivation, and the implication that it is not enough to rely just on
cognitive and metacognitive strategies unless variances in student motivation are
taken into account.
Boekaerts et al. (2000) describe SRL simply as a learner's effort to accomplish
academic achievement. SRL is a sequential process in which students plan an activity,
monitor their growth and assess their learning outcomes. The process repeats as the
learners use the reflection to modify and prepare for the next task. Rather than being
a one-size-fits-all, the strategy should be tailored to particular students and specific
learning objectives (Zimmerman, 2000).
Although numerous researchers have addressed the concept of SRL in various
ways, the underlying premise remains the same, which is students use motivational
and learning strategies to attain their learning goals. Based on research, it is believed
that Zimmerman’s (2000) concept of self-regulated learning best describes the

construct as: ‘‘A process formed by self-generated thoughts, emotions and actions
that are cyclically planned and adapted to achieve personal goals’’ (p. 13).
Additionally, the researcher further claims that self-regulated learning is
neither asocial in nature nor origin. Goal-setting, strategy implementation, and selfevaluation are all self-regulatory processes or beliefs that may be acquired from
instructors and peers through training and modelling. Self-regulatory students, on the
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