Different Times, Different Measures: Monitoring Shifting Self-regulation Strategies for Language Learning in Higher Education Across Face-To-Face, Online and Hybrid Instruction

Language learning in higher education has experienced many changes in recent years, most notably in the mode of instruction, with institutions venturing between face-to-face teaching, fully online, and hybrid instruction. As the spaces for teaching and learning evolve, so does learning itself, as well as the support educators have to provide for their students. This study investigates these evolutions, analysing the self-regulation strategies of three groups of English language majors (N = 250), enrolled in an effective learning module at a private Japanese University. Data was collected over three academic years: the first year featured face-to-face instruction, the second year shifted to online teaching due to the Covid-19 pandemic, and the third year implemented a hybrid model as students were allowed back on campus. The data includes students’ written collaborative discussions and reflections on an online discussion forum, part of their activities for the module. The data were annotated to examine the ways learners address their approaches to learning, the facilities and resources they employ, as well as their performance. This study uses Epistemic Network Analysis to map shifts in self-regulation for language learning among the three student groups, and across different instructional modalities. The results show that the hybrid cohort exhibited strong cognitive and meta-cognitive development, while face-to-face instruction fostered students to engage with more resources. In both the online and hybrid mode, students engaged in language socialisation more frequently, acculturating to the learning environment. This study provides recommendations for adaptive support mechanisms to facilitate effective learning across various instructional modalities.