Exploring university students' self-regulation in online foreign language education

With the spread of Covid-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels including higher education. Given fact that success learning heavily relies on learner's ability autonomously regulate their learning, this study focuses self-regulatory behaviors tertiary level EFL learners enrolled intensive language preparatory program. Quantitative and qualitative data were gathered explore learners' perceived self-regulation; predictive role self-efficacy beliefs strategies they used Findings revealed moderate self-regulation predicted by beliefs. Moreover, a variety before, during after synchronous classes.