To screen or not to screen: Exploring shifts in university students' awareness of self-regulation for language learning across face-to-face, online and hybrid instruction

Abstract

This paper explores how undergraduate language majors of English adjust their self-regulation strategies across face-to-face, online, and hybrid modes of instruction. Data from 250 students at a Japanese university were analysed over three years, each representing a different mode of instruction. Student reflections and group discussions were annotated, categorising students’ awareness of self-regulation into three areas: awareness of approaches to learning, awareness of facilities, roles and resources, and awareness of self. Findings show hybrid instruction enhances engagement with learning strategies, face-to-face settings encourage discussions on facilities, roles, and resources, and online learning boosts digital self-expression. The study highlights the importance of adapting instructional designs to support learner success in varied learning environments.