Integrating multi-blended learning to support self-regulation in english language teaching: Insights from undergraduate efl learners

Lahay, Srisna J. and Naibaho, Lamhot and Siregar, Geby Arni Siregar and Nailius, Elisabeth and Wicaksono, Timotius (2025) Integrating multi-blended learning to support self-regulation in english language teaching: Insights from undergraduate efl learners. International Journal of English Research, 11 (2). pp. 25-30. ISSN 2455-2186

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Abstract

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. Keywords: Multi-Blended learning, flexibility, accessibility, english as a foreign language, student perceptions

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