AI Insight
This study examined how self-regulated learning strategies predict academic success among 270 Saudi students learning English as a foreign language in virtual environments, based on Zimmerman's self-regulated learning theory. The research found that self-monitoring and self-evaluation were the strongest predictors of academic performance, while reflective behaviors and proactive attitudes also correlated significantly with student success. The findings suggest that goal setting, time management, self-monitoring, and self-evaluation collectively contribute to improved academic outcomes in virtual English language learning contexts.
Why it matters
The results provide evidence-based guidance for designing virtual English learning programs in Saudi Arabia and similar contexts, highlighting the need to integrate self-regulated learning training, particularly focusing on metacognitive skills and time management. These insights can inform curriculum development and instructional strategies to enhance student performance in online language learning environments.
Understand the Science
Drawing on Zimmerman’s (1989) self-regulated learning (SRL) theory, this paper investigates how self-regulated learning constructs are associated with and predict academic performance among Saudi EFL learners within virtual learning environments. More specifically, it scrutinizes how goal setting, time management, self-monitoring, and self-evaluation predict academic performance in virtual EFL contexts. A quantitative approach was adopted, constituting a questionnaire administered to 270 students. Findings reveal that SRL constructs have potential in terms of being predictors of academic performance among Saudi EFL majors in virtual learning settings; and in this case, self-monitoring and self-evaluation have been the most effective predictors. Moreover, it is also observed that reflective behaviors and proactive attitudes on the part of students are significant correlates of Saudi EFL majors’ academic performance in virtual learning environments (VLEs). The educational suggestions derived from these results include the necessity to incorporate SRL-related programs into the virtual EFL classes as well as solve students’ metacognition and time management problems. Such recommendations are valuable for the design of SRL-promoting virtual EFL environments in Saudi Arabia.