Abstract：Abstract: Students’ self-regulation is one of the key factors affecting learning effect in the process of online learning. This study drew upon Zimmerman’s (2000) Self-regulated Learning Theory and employed a mixed-method approach to explore how English learners self-regulate their learning. Based on the survey results of 56 students, three case students were selected and followed for an in-depth investigation through individual interviews, learning plans, and reflective journals. The study has found that students displayed differences in goal setting, environment construction, strategy adoption, time management, help seeking, and self-evaluation. Both individual and social factors contribute to the individual variation in students’ self-regulation. These findings have significant implications for developing language learners’ self-regulated capacity in the online learning environment.
Key words: self-regulation; online English learning; mixed methods
