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VOL. 11, ISSUE 2 (2025)
Integrating multi-blended learning to support self-regulation in english language teaching: Insights from undergraduate efl learners
Authors
Srisna J Lahay, Lamhot Naibaho, Geby Arni Siregar, Elisabeth Nailius, Timotius Wicaksono
Abstract
The capacity for self-regulated learning (SRL) is a critical
determinant of academic success, particularly within increasingly flexible
educational environments. This empirical study examines the effectiveness of
Multi-Blended Learning (MBL) as a catalyst for developing SRL skills among
English as a Foreign Language (EFL) students. Data were collected from 65
undergraduate students using a structured 20-item questionnaire, covering
dimensions of flexibility, accessibility, collaboration, motivation,
self-regulatory behaviors, and perceived challenges. The findings indicate that
MBL significantly enhances learners’ ability to manage time, set academic
goals, monitor progress, and sustain motivation. Flexibility and accessibility
emerged as strong enablers of learner autonomy, while collaborative activities
and multimodal resources fostered strategic learning behaviors. However,
challenges such as maintaining self-discipline and managing cognitive load were
also identified, suggesting areas for pedagogical refinement. The study
contributes to the growing body of literature advocating for blended learning
frameworks by providing empirical evidence of MBL’s role in fostering essential
SRL competencies in EFL educational settings.
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Pages:25-30
How to cite this article:
Srisna J Lahay, Lamhot Naibaho, Geby Arni Siregar, Elisabeth Nailius, Timotius Wicaksono "Integrating multi-blended learning to support self-regulation in english language teaching: Insights from undergraduate efl learners". International Journal of English Research, Vol 11, Issue 2, 2025, Pages 25-30
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