SELF-EFFICACY AND SELF-REGULATED LEARNING AMONG UNDERGRADUATE IN LEARNING ARABIC AS A FOREIGN LANGUAGE VIA ONLINE

Abstract

As online learning becomes a major development in recent years and escalates due to the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such a 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 self-efficacy and SRL. Students appeared to adapt to online learning by managing their time, organising their schedules, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. The findings suggested that it is important and beneficial for language instructors to create interesting and inspiring lesson plans in an online environment so that the undergraduates could experience satisfaction inside and outside of learning, and simultaneously facilitate them for their success in foreign language learning.