Abstract

Coping with technological revolution has become unavoidable in the educational process. In addition to the various advantages of integrating technology into the traditional classroom, utilizing it has been compulsory as an inevitable solution to a global crisis such as the Coronavirus pandemic that we face these days. The present study, using a case study design, aims at exploring self-regulatory strategies that undergraduate university students practice while engaging in virtual classrooms. Participants of the study were 187 university students from all levels. They are all majoring in Teaching English as a Foreign Language (TEFL). Data were collected using mixed method approach in which two tools of measurement were used in the research. An online questionnaire was administered to the participants, then online focus group interviews were conducted. Data gathered were analyzed statistically and findings revealed that non-native TEFL students are high-level self-regulatory learners with no significant effect of university level on students’ self-regulation. In addition, pedagogical recommendations were displayed.

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