Self-Regulated Learning and Blended Learning Experience among EFL learners in a Chinese Public University

Abstract

The last three years of the Covid-19 outbreak have brought about a new normal in teaching and learning in China universities. Blended Learning (BL) and online learning become ubiquitous. BL fulfills the condition set by the Ministry of Education China to reduce physical contact but at the same time adheres to the academic requirement of all courses, including that of College English which is compulsory for all undergraduates. Initiating computer-assisted language learning implies shortening students' time spent on campus, however, literature indicated that self-regulated learning (SRL) is a necessity for effective BL. This study was conducted in a public university in Hebei China among its EFL freshmen. It was designed to investigate EFL students' level of SRL ability and their Blended Learning Experience (BLE) in college English courses. It then ascertained the relationship between these two variables and confirmed whether SRL would affect BLE. A mixed method design was adopted involving the administration of a questionnaire measuring EFL learners’ SRL and BLE, and focus group interviews exploring indepth reasons and factors that influence their experience in BL. Quantitative results showed that EFL learners have high SRL levels and positive BLE. There is no significant difference identified in EFL learners' SRL between different genders and places of residence. SRL has a significant effect on BLE. Qualitative results indicated that there are differences in perceptions of BL among EFL Learners with different SRL levels. These findings are expected to assist EFL teachers and higher educational institutions to improve their teaching of college English taking into consideration BLE and SRL.