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All Journal Journal of English Literacy Education Indonesian Journal Of Educational Research and Review
Didi Suhendi
Sriwijaya University
Education

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EFL Students’ Self-Regulation in Online Interactions with Lecturers and Peers Nurvira Wardayani; Machdalena Vianty; Sofendi; Zahra Alwi; Didi Suhendi
Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v5i2.50396

Abstract

Online learning is definitely advantageous in this current situation. Due to the technology, the teaching and learning process can continue despite the students and instructor/lecturer located in different places. This study aims to understand student’s self-regulation in online learning particularly for interactions with their lecturer and their peers. To answer the research objectives, qualitative method with narrative approach was applied. The data were collected through open-ended questionnaire focused on self-regulation in online interactions with lecturers and peers. The participants in this study were 12 students from English Education Study Program. The data were analyzed by using thematic analysis. The results revealed that students did not notice a significant difference between face-to-face learning and online learning. They regularly interacted with their lecturer and their peers during synchronous and asynchronous learning. They actively initiated the interactions with their lecturer by asking or answering questions and giving opinions. They also actively interacted with peers by discussing academic projects and assignments. Regardless of the type of interactions (student-lecturer and student-student), most of the students showed their active efforts in regulating their interactions with lecturer and peers in online learning.
SELF-REGULATION IN THREE TYPES OF ONLINE INTERACTION: A STUDY AT A TEACHER PREPARATION PROGRAM AMIDST COVID-19 PANDEMIC Machdalena Vianty; Sofendi Sofendi; Zahra Alwi; Didi Suhendi
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i1.21126

Abstract

Having done the online learning mode for the conduct of teaching and learning activities for more than a year as the impact of covid-19 pandemic, this article presents a report on how the students have managed their learning. Specifically, this present study was aimed to describe the three aspects of self-regulation in three types of online interaction: students’ self-regulation in interaction between them and content; students’ self-regulation in interaction between them and their teacher; and students’ self-regulation in interaction between them and their peers. In addition, this present study also looked at the correlation between self-regulation and the students’ academic performance and find out which aspect was significantly correlated with the academic performance. Involving 205 students of a teacher preparation program as the participants and used the Online Self-Regulated Questionnaire (OSRQ) to collect the data, it was found that the average mean score for the online interaction was above 5, suggesting that the students tended to agree with the statements in the three types of online interaction. The finding also revealed that a weak and positive, but not significant correlation existed between the students’ self-regulation of online interaction and their academic achievement.
Co-Authors Machdalena Vianty Nurvira Wardayani Sofendi Sofendi Sofendi Sofendi Zahra Alwi