In the current contexts of Vietnam, college students are taking entirely or partially online courses due to the spread of the Covid-19 pandemic. Thus, students should develop and optimally employ self-regulated learning strategies for effective learning outcomes. Research also indicates that self-regulation among students is linked to the 21st century skills. With this in mind, the present study attempts to investigate the self-regulated learning strategies of English-as-a-foreign-language (EFL) students from a local university in Vietnam. The study aims to identify EFL students’ self-regulation level, correlation between their two cognition knowledge and cognition regulation, and the correlation between their self-regulation level and GPA. Data is collected via a survey questionnaire encompassing two core components of cognition knowledge and cognition regulation. The results show a high level of the involved students’ self-regulation, a correlation between their cognition knowledge and cognition regulation, but a gap between their self-regulation level and GPA. On the obtained findings, pedagogical implications are addressed, and further research is suggested.

中文翻译：

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Covid-19 大流行期间 EFL 学生的自我调节学习策略

在越南当前的情况下，由于 Covid-19 大流行的蔓延，大学生正在全部或部分参加在线课程。因此，学生应该制定并优化采用自我调节的学习策略，以获得有效的学习成果。研究还表明，学生的自我调节与 21 世纪的技能有关。考虑到这一点，本研究试图调查来自越南当地大学的英语作为外语 (EFL) 学生的自我调节学习策略。本研究旨在确定英语外语学生的自我调节水平、两种认知知识与认知调节之间的相关性，以及他们的自我调节水平与GPA之间的相关性。数据通过调查问卷收集，包括认知知识和认知调节两个核心组成部分。结果表明，参与学生的自我调节水平较高，认知知识与认知调节存在相关性，但自我调节水平与GPA之间存在差距。根据所获得的发现，解决了教学意义，并提出了进一步的研究建议。