EFL Students’ Self-Regulation in Online Interactions with Lecturers and Peers

Online learning is definitely advantageous in this current situation. Due to the technology, teaching and process can continue despite students instructor/lecturer located different places. This study aims understand student’s self-regulation online particularly for interactions with their lecturer peers. To answer research objectives, qualitative method narrative approach was applied. The data were collected through open-ended questionnaire focused on lecturers participants 12 from English Education Study Program. analyzed by using thematic analysis. results revealed that did not notice a significant difference between face-to-face learning. They regularly interacted peers during synchronous asynchronous actively initiated asking or answering questions giving opinions. also discussing academic projects assignments. Regardless of type (student-lecturer student-student), most showed active efforts regulating