Does self‐regulation in student and teacher interactions in online learning environments predict foreign language anxiety and enjoyment?
Authors: Aydın Selami , Akkaş Ferdane Denkci , Tekin Işıl 
Published: January 2025

While self‐regulation (SR) in student and teacher interactions in online environments, foreign language enjoyment (FLE), and foreign language anxiety (FLA) are significant issues in the English as a foreign language (EFL) learning process, research on SR in student and teacher interactions in online environments seems scarce in the EFL research context. This descriptive and correlational study aims to determine the levels of SR in student and teacher interactions in online learning environments, FLA, and FLE, and examine whether SR in student and teacher interactions in online learning environments predicts FLA and FLE. The sample group in the current study consisted of 312 students enrolled at the Department of English Language Teaching (ELT) of state universities. Data was collected using a background questionnaire, the Scale for Self‐regulation in Student and Teacher Interactions in Online Environments, the Foreign Language Classroom Anxiety Scale (FLCAS), and the Foreign Language Enjoyment Scale (FLES). Descriptive statistics, regression analysis, and the Pearson correlation were preferred for data analysis. The study concluded that EFL learners exhibit high levels of SR in student and teacher interactions in online environments and FLE while experiencing a moderate level of FLA. It was also concluded that SR in student and teacher interactions in online learning environments predicts FLE and FLA among EFL learners.

Context and implications

Rationale for this study:

Online learning that has gained sustainability offers flexibility and interactivity and brings opportunities to enhance SR among foreign language learners, while FLE and FLA as emotional factors may impact SR in online interactions. However, no scientific evidence indicates the direction of FLE and FLA in online interactions between teachers and students in the context of foreign language learning. Moreover, research on SR is scarce in foreign language learning contexts regarding both traditional and online learning environments. Thus, a comparison of positive and negative emotions in the context of a foreign language seems necessary to clarify their effects in accordance with SR in online interactions.

Why the new findings matter?

The findings in the current study are significant for a better and deeper understanding of SR in interactions between students and teachers in online environments since it concludes that SR correlates negatively with FLA and positively with FLE. The study differs from prior studies since it finds that SR in student and teacher interactions in online environments predicts FLA and FLE in the EFL learning context.

Implications for researchers, teachers, and policy makers:

Researchers should focus on the relationships among SR in student and teacher interactions in online environments, FLA, and FLE, considering individual, social, psychological, and cultural differences in different research contexts and settings, designing longitudinal, qualitative, and experimental research. Teachers should adopt innovative instructional designs, tools, environments and applications to promote SR regarding their interactions with their students. Policy makers and curriculum developers should integrate and implement the mentioned issues into the pre‐service and in‐service teaching programmes and current language learning curricula and programmes that aim at equipping teachers with theoretical and practical knowledge of SR, FLA and FLE.