Self-Regulated Learning Strategies for Online Assignments

This study explored how English Education students applied self-regulated learning (SRL) strategies in completing online assignments and the challenges they experienced in regulating their learning processes. The study employed a qualitative case study with a descriptive approach and used Zimmerman’s (2000) self-regulated learning framework as the theoretical framework. The study involved eight students from the 2023 batch of the Department of English Language Education at UIN Ar-Raniry Banda Aceh, selected through purposive sampling. Data were collected through semi-structured interviews with eight participants and a focus group discussion (FGD) involving four participants from the eight interview participants. The data were analyzed using thematic analysis following Braun and Clarke’s six-phase approach. The findings showed that students applied SRL through three main practices, namely planning assignments through task understanding, monitoring progress and adjusting strategies during assignment completion, and evaluating past experiences and improving learning habits. Students also experienced challenges related to time management, assignment and instructional conditions, and motivational and personal factors. These findings indicated that SRL during online assignment completion was a dynamic and adaptive process in which students continuously adjusted their learning strategies in response to academic demands and personal challenges. The findings imply that English language teachers can introduce SRL as a useful learning strategy by guiding students to plan their assignments, monitor their progress, adjust their strategies, and reflect on their learning experiences.