EFL Students’ Self-Regulation in Online Interactions with Lecturers and Peers

Nurvira  Wardayani; Machdalena  Vianty; Sofendi; Zahra  Alwi; Didi  Suhendi

doi:10.23887/ijerr.v5i2.50396

Authors

Nurvira Wardayani Sriwijaya University
Machdalena Vianty Sriwijaya University
Sofendi Sriwijaya University
Zahra Alwi Sriwijaya University
Didi Suhendi Sriwijaya University

DOI:

https://doi.org/10.23887/ijerr.v5i2.50396

Keywords:

Online Learning, Self-Regulation, Interactions in Online Learning, Interaction Regulation

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.

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