The Significance of Self-Regulated Learning in English Language Online Writing Classes

Over the past decade, online learning has gained much popularity in EFL learning. However, the effectiveness and validity of online EFL learning has been subject to many discussions. Most scholars attempted to assess student perceptions of online learning. This study presents a case study of one participant in an online EFL writing course at a private university in Uzbekistan. Based on the activity theory as a framework, this study seeks to explore what makes a successful learner in an online environment and how self-regulation impact student performance and learning achievement in the online learning context. Data collected form lesson observation and interview suggest that learners who use good self-regulation strategies and tend to benefit more from online learning experience, whilst students who do not employ this strategy and are only motivated to fulfill a degree requirement are more likely to be frustrated. The results also show that physical distance could be an obstacle who do not get assistance form instructors or peers. Precisely, learners need guidance and support how to motivate and guide yourself in an online environment.