Abstract
As online learning becomes a major development in the recent years and escalates due the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such learning context. This study explored the undergraduates’ levels of self-efficacy and SRL, and provides a comparative analysis of these variables while learning Arabic as a Foreign language via online. The data was collected from 77 undergraduates in a public university in Malaysia through an online survey. The findings showed that both self-efficacy and SRL mean scores were high, and that there was a statistically strong positive relationship between SE and SRL. Students appeared to adapt to online learning by managing their time, organising their schedule, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. It is therefore important for lecturers or language instructors to create an interesting and inspiring lesson plans in an online environment so that they experience satisfaction inside and outside of learning simultaneously facilitate them for their success in language learning.
References
Agustiani, H., Cahyad, S., & Musa, M. (2016). Self-efficacy and self-regulated learning as
predictors of students’ academic performance. The Open Psychology Journal, 9(1),
-6. 10.2174/1874350101609010001
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English
language learning: Associations with English language self-efficacy, English
enjoyment, and learning outcomes. Frontiers in Psychology, 11, 1-14.
https://doi.org/10.3389/fpsyg.2020.558466
Artino Jr, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A
comparative analysis of undergraduate and graduate students learning online. The
Internet and Higher Education, 12(3-4), 146-151.
https://doi.org/10.1016/j.iheduc.2009.0 2.001
Baars, M., Leopold, C., & Paas, F. (2018). Self-explaining steps in problem- solving tasks to
improve self-regulation in secondary education. J. Educ. Psychol, 110, 578-595.
https://doi: 10.1037/edu0000223
Badiozaman, I. F. A., Leong, H. J., & Jikus, O. (2019). Students’ perception and use of
English in higher education institutions: Links with academic self-efficacy. Journal
of Applied Research in Higher Education, 11(1), 36-49.
www.emeraldinsight.com/2050-7003.htm
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2),
-290. https://doi.org/10.1111/1464-0597.00092
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation
in online and blended learning environments. The Internet and Higher Education,
(1), 1-6. https://doi.org/10.1016/j.iheduc.2008.10.005
Deputy Vice Chancellor for Academic & International. (2020). Academic circular
no.6/2020 guidelines for the implementation of online teaching and learning
following the movement control order (COVID-19) of Universiti Malaysia Kelantan.
UMK.B01.02.100-1/3/1(11). Universiti Malaysia Kelantan.
Handayani, S., & Sholikhah, N. (2021). Pengaruh antara self efficacy dan self regulated
learning terhadap prestasi belajar mahasiswa selama pembelajaran daring.
Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1373-1382.
https://doi.org/10.31004/edukatif.v3i4.553
Hasan, M. Z. B., Hossain, T. B., & Islam, A. (2014). Factors affecting self-efficacy towards
academic performance: A study on polytechnic students in Malaysia. Advances in
Environmental Biology, 8(9), 695-705.
http://www.aensiweb.com/old/aeb/special%204%202014/695-705.pdf
Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as
predictors of learning outcome in an online university context. Computers &
Education, 62, 149-158. https://doi.org/10.1016/j.compedu.2012.10.027
Latip, M. S. A., Noh, I., Tamrin, M., & Latip, S. N. N. A. (2020). Students’ acceptance for elearning
and the effects of self-efficacy in Malaysia. International Journal of
Academic Research in Business and Social Sciences, 10(5), 658-674.
http://dx.doi.org/10.6007/IJARBSS/v10-i5/7239
Lee, D., Watson, S., & Watson, W. (2020). The relationships between self-efficacy, task
value, and self-regulated learning strategies in massive open online courses.
International Review of Research in Open and Distributed Learning, 21(1), 23-39.
https://doi.org/10.19173/irrodl.v20i5.438
Li, S., & Zheng, J. (2018). The relationship between self-efficacy and self-regulated
learning in one-to-one computing environment: the mediated role of task values.
The Asia-Pacific Education Researcher, 27(6), 455-463.
https://doi.org/10.1007/s40299-018-0405-2
Lim, C. L., Ab Jalil, H., Maa’rof, A. M., & Saad, W. Z. (2020). Self-regulated learning as a
mediator in the relationship between peer learning and online learning satisfaction:
A study of a private university in Malaysia. Malaysian Journal of Learning &
Instruction, 17(1), 51-75. https://doi.org/10.32890/mjli2020.17.1.3.
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations
and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-
https://doi.org/10.1016/j.iheduc.2015.1 2.003
Loong, T. E. (2012). Self-regulated learning between low-, average-, and high-math
achievers among preuniversity international students in Malaysia. European
Journal of Social Sciences, 30(2), 302-312.
https://www.europeanjournalofsocialsciences.com/issues/EJSS_30_2.html
Omar, S., Shaharuddin, W. Y. W., Azim, N. A. F., Azim, N., Nawi, N. S. M., Zaini, N., &
Syahfutra, W. (2021). Academic motivation in English online classes: A comparative
study of universities in Malaysia and Indonesia. Indonesian Journal of Applied
Linguistics, 11(2), 477-487.
https://ejournal.upi.edu/index.php/IJAL/article/view/34538
Ömer, Ö. Z. E. R., & Akçayoğlu, D. I. (2021). Examining the roles of self-efficacy beliefs,
self-regulated learning and foreign language anxiety in the academic achievement
of tertiary EFL learners. Participatory Educational Research, 8(2), 357-372.
Reparaz, C., Aznárez-Sanado, M., & Mendoza, G. (2020). Self-regulation of learning and
MOOC retention. Computers in Human Behavior, 111(2), 106423.
https://doi.org/10.1016/j.chb.2020.106423
Saunders, M. N. K., Lewis, P., & Thornhill, A. (2019) Research methods for business
students (8th ed.). Pearson.
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A.
Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15-31).
Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences:
Online learning self-efficacy and learning satisfaction. The Internet and Higher
Education, 19, 10-17. https://doi.org/10.1016/j.iheduc.2013.04.001
Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic:
An essay analysis of performing arts education students. Studies in Learning and
Teaching, 1(2), 86-103. https://doi.org/10.46627/silet
Tsai, C. L., Cho, M. H., Marra, R., & Shen, D. (2020). The self-efficacy questionnaire for
online learning (SeQoL). Distance Education, 41(4), 472-489.
https://doi.org/10.1080/01587919.2020.1821604
Ulfatun, T., Septiyanti, F., & Lesmana, A. G. (2021). University students’ online learning
self-efficacy and self-regulated learning during the COVID-19 pandemic.
International Journal of Information and Education Technology, 11(12), 597-
http://www.ijiet.org/vol11/1570-IJIET-3049.pdf
University Senate Standing Committee for Undergraduate. (2016). ‘Item 6.3: Blended
learning mode achievement reporting’. Minutes of the university senate standing
committee for undergraduate meeting no.8/2016 (34th time) 08 September 2016,
Maybank entrepreneurship meeting room, City Campus, Universiti Malaysia
Kelantan.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated
learning, technology self-efficacy, and course outcomes in online learning. Distance
Education, 34(3), 302-323. http://dx.doi.org/10.1080/01587919.2013.835779
Wulandari, R. N. A., Rosy, B., Trisnawati, N., Nugraha, J., & Rahmawati, F. (2023). Factors
influencing students’ academic performance in online courses during the COVID-19
pandemic. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 8(2), 107-114.
DOI: http://dx.doi.org/10.17977/jptpp.v8i2.21395
Yu, B. (2023). Self-regulated learning: A key factor in the effectiveness of online learning
for second language learners. Front Psychol, 13(1051349), 1-6.
https://doi.org/10.3389/fpsyg.2022.1051349
Zapata-Cuervo, N., Montes-Guerra, M. I., Shin, H. H., Jeong, M., & Cho, M. H. (2023).
Students’ psychological perceptions toward online learning engagement and
outcomes during the COVID-19 pandemic: A comparative analysis of students in
three different countries. Journal of Hospitality & Tourism Education, 35(2), 108-
https://doi.org/10.1080/10963758.2021.1907195
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary
Educational Psychology, 25, 82-91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An
introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook
of self-regulation of learning and performance (pp. 1–12). Routledge.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) For subscription articles, the author(s) agree that UNIMAS Publisher holds copyright, or an exclusive license to publish. Readers or users may view, download, print, and copy the content, for academic purposes, subject to the following conditions of use: (a) any reuse of materials is subject to permission from UNIMAS Publisher; (b) archived materials may only be used for academic research; (c) archived materials may not be used for commercial purposes, which include but not limited to monetary compensation by means of sale, resale, license, transfer of copyright, loan, etc.; and (d) archived materials may not be re-published in any part, either in print or online.
4) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
5) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
6) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.