Self-Regulated Learning in the Digital Era: Analyzing Students' Experiences with Moodle in English Language Learning

Abstract

The integration of digital learning platforms has shifted higher education from teacher-centered instruction to student centered learning, emphasizing learners’ autonomy and responsibility. This study investigates students’ perceptions of self-regulated learning (SRL) within Moodle-assisted English language learning in higher education. Employing a survey research design, data were collected from 155 students enrolled in the English Language Education and Islamic Religious Education programs at the Faculty of Tarbiyah and Teacher Training, Unisnu Jepara. A questionnaire measuring SRL dimensions was distributed online, and the data were analyzed using descriptive statistical analysis based on three SRL phases: forethought, performance, and evaluation. The findings reveal that students demonstrate moderate to good levels of self-regulated learning across all phases. In the forethought phase, students show strong motivation and confidence in achieving learning goals, although weaknesses remain in planning learning strategies, managing time, and minimizing distractions. In the performance phase, students actively seek information, identify learning difficulties, and utilize peer and internet resources; however, regular time management and continuous monitoring of learning progress remain relatively low. In the evaluation phase, students tend to rely on external feedback rather than self-assessment, yet they demonstrate a strong willingness to improve learning outcomes and respond positively to feedback. Overall, the study indicates that Moodle facilitates the development of self-regulated learning behaviors by providing flexible access to learning resources and encouraging learner autonomy. Nevertheless, structured guidance and pedagogical support are still required to strengthen students’ planning, monitoring, and self-evaluation skills in digital English language learning environments.