Exploring self-regulated learning within online informal language learning: a case study

Abstract

Self-regulated learning (SRL) is a critical component of online language learning and lifelong education. However, its implementation in informal settings, particularly from the perspectives of both learners and instructors, remains underexplored. This case study investigates SRL in the context of Online Informal Language Learning (OILL), focusing on Chinese as a Foreign Language (CFL) in a Japanese university. Using a mixed-methods design, the study draws on surveys, learning activity logs, and interviews to examine learners’ SRL practices and the role of the teacher in facilitating engagement with OILL. The findings reveal a persistent tension: although both the teacher and learners recognize the potential benefits of technology-supported SRL, they demonstrate a strong tendency to revert to traditional, teacher-directed approaches. This resistance reflects deeper cultural and institutional expectations surrounding formal education. By uncovering how formal educational structures continue to shape behaviors in informal learning contexts, this study contributes to a more comprehensive understanding of SRL in OILL and offers insights for designing pedagogical strategies that better support learner autonomy and engagement beyond the classroom.