The Impact of Self-Regulated Learning in Distance Language Instruction: Examining Engagement and Interaction as Mediators

The Impact of Self-Regulated Learning in Distance Language Instruction: Examining Engagement and Interaction as Mediators

This study investigates the roles of self-regulated learning (SRL), course engagement, and interaction in non-face-to-face classes, focusing on their collective impact on course satisfaction as a learning outcome. Drawing on a sample of 419 undergraduate and graduate students enrolled in English language courses, the study examines the direct and mediated effects of SRL on course satisfaction, considering both synchronous and asynchronous formats. Results indicate that SRL is pivotal in enhancing course engagement and interaction, both of which are key mediators in achieving satisfying learning outcomes. Additionally, mediation analyses revealed that interaction plays a substantial role in live lecture formats, mediating the effects of SRL on course satisfaction. However, this mediating effect is noticeably absent in recorded lectures, where direct interactions are less prevalent. Similarly, course engagement emerged as a significant mediator in both live and recorded settings, albeit with a stronger influence in recorded lectures, highlighting its essential role across different formats of distance instruction. The findings suggest that effective distance learning depends on strategies that promote SRL and adapt to the specific demands of different instructional formats. Some implications for distance course design are discussed.