The Study of Self-Regulation of Tertiary Thai learners in Online and Onsite French Language Learning
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Abstract
The objective of this study is to investigate self-regulation among French language learners at the graduate level in Bangkok, and to compare their self-regulation in online and onsite French language learning. The researcher considers that the aforementioned cognitive process is of great importance as it serves as an indicator of success in learning that learners must acquire and practice. In other words, learners must practice evaluating and analyzing their own learning situation to plan and select the most appropriate and effective learning methods. Additionally, they must control the learning process to achieve the set goals, even in the face of obstacles. As the cognitive process is complex, the researcher opted for online volunteer interviews as the data collection method, involving 30 participants. The results indicated that self-regulation in learning varied in both contexts, with similarities and distinctions. Learners perceived online learning as distinct from classroom-based learning due to the necessity for independent study, immediate access to additional information, and limited interaction with peers and instructors. These three factors left a significant number of learners feeling genuinely frustrated and believing that the learning process was ineffective. The key indicators of motivation and dedication in learning were found to be the driving force, along with an engaging learning environment that could captivate interest during the learning process.
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