Exploring the relationship between self-regulated learning and course engagement of EFL learners in online education

The main aim of this thesis was to examine the relationship between students' self-regulation and their engagement to the course. These students had to take online courses because of global corona virus crisis. Online Self-regulation Questionnaire was used to determine the participants' self-regulation and Student's Engagement Scale in Online Learning Environment was exerted to actuate EFL learners' engagement to course. Both Online Self-Regulation Questionnaire and Student's Engagement Scale in Online Learning Environment were applied to 153 secondary school EFL learners. The data collected from the scales was compared to the sub-problems identified in the study. The SPSS program was used to state descriptive statistics of the scales and correlation coefficient was used to calculate the relationship between the data obtained from the scales. T-test was used to analyse whether the results of the Student's Engagement Scale in Online Learning Environment and Online Self-regulation Scale showed a significant difference. One-way Anova tested if the scores acquired from these scales indicated an important difference by their grade levels. Self-regulation levels of the students are not higher than the average. Also, no significant result was found among gender, grade level and self-regulation as in the case of gender, grade level and student engagement. At the end of the research, the student engagement level of the students taking part in the research equalled to average. As for the relationship between students' self-regulation and engagement, it was found that there was a positive moderate relationship between them.