Skip to main content

ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1416507
This article is part of the Research Topic Educational Transformation: 21st century skills and challenges for higher education View all 10 articles

Self-regulated learning and engagement through emergency remote teaching in EFL undergraduate students

Provisionally accepted
René Oportus René Oportus 1Yasmina Contreras Yasmina Contreras 1Cristian Sanhueza-Campos Cristian Sanhueza-Campos 2Jorge I. Maluenda-Albornoz Jorge I. Maluenda-Albornoz 3*Cristhian Perez-Villalobos Cristhian Perez-Villalobos 2Angie Quintanilla Angie Quintanilla 1
  • 1 Department of Foreign Languages, Faculty of Humanities and Art, University of Concepcion, Concepción., Chile
  • 2 Department of Medical Education, Faculty of Medicine, University of Concepcion, Concepción, VIII Biobío Region, Chile
  • 3 Department of Industrial Engineering, Faculty of Engineering, University of Concepcion, Concepción, VIII Biobío Region, Chile

The final, formatted version of the article will be published soon.

    An important concern of research on self-regulated learning is to determine the most effective methods for its instruction in different educational settings. This quasi-experimental study focuses on a 10-week intervention designed to develop self-regulation in undergraduate students learning English as a foreign language during emergency remote teaching. Levels of self-regulation and engagement were measured with a pre and post-test and control group design. Findings revealed that the intervention, as implemented in the study, was successful in raising self-regulated learning and in participants' recognizing the practical utility of tools acquired. On the other hand, while the level of engagement remained similar after the intervention, this was seen as a protective effect of the teaching-learning strategy on motivational states. This research underscores the importance of selfregulated learning training in higher education to allow for students' autonomy and agency, as well as connectedness with instructors and peers, especially during the harsh teaching conditions of sanitary confinement.

    Keywords: self-regulated learning1, engagement2, EFL3, Motivation4, emergency remote teaching5, competences6

    Received: 12 Apr 2024; Accepted: 10 Jul 2024.

    Copyright: © 2024 Oportus, Contreras, Sanhueza-Campos, Maluenda-Albornoz, Perez-Villalobos and Quintanilla. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jorge I. Maluenda-Albornoz, Department of Industrial Engineering, Faculty of Engineering, University of Concepcion, Concepción, VIII Biobío Region, Chile

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.