GLOKALde April 2021, ISSN 2148-7278 Volume: 7 Number: 1, Article 1
INTEGRATING SELF-REGULATING LEARNING INTO A CHINESE LANGUAGE ONLINE COURSE
As the spread of COVID-19 keeps surging around the globe, the demand for effective online instruction is increasing. While universities are migrating courses into an online environment, research has shown that students tend to hold a negative attitude toward online courses. One of the reasons is that students perceive themselves as bad self-regulated learners; in other words, they think they cannot perform well in an online learning environment. In fact, the lack of effective self-regulated learning (SRL) strategies will result in low academic performance. Therefore, to enhance students’ online learning experiences, and to reduce their anxiety with online courses, this study aims to create an intervention program integrated into an online Chinese language course to assist learners in improving their SRL skills. A qualitative case-base analysis was implemented to interpret the collected data, involving a survey, the Motivated Strategies for Learning Questionnaire, a midterm student perception, interviews, and students’ coursework. The results showed that students acknowledged the effectiveness of integrating SRL into the online language course. They recognized they had a more efficient online learning experience than they had expected before the semester due to the designed SRL assignments and activities. To conclude, this study provides some comprehensive practical implications to integrate SRL into online language instruction in higher education.