Examining the Relationship Between EFL Students’ Self-Regulated Learning and Digital Literacy in Online Master’s Programs. The case of Online Master’s Students at M’sila University.

Abstract

Abstract This quantitative study examines the relationship between Self-Regulated Learning (SRL) and Digital Literacy (DL) among English as Foreign Language (EFL) students in online learning program at department of English. The research involved 30 second-year Master's participants from the Didactics and Applied Languages program at Mohamed Boudiaf University, M'sila, Algeria, representing 50% of the total population .Data collection employed two validated questionnaires: the Online Self-Regulated Learning Questionnaire (OSLQ) and the Digital Literacy Questionnaire for Language Learners (DLQ-LL). The study addressed three research questions examine students' SRL levels, DL proficiency, and the correlation between these variables. Statistical analysis revealed a significant positive correlation between participants' self-regulated learning capabilities and digital literacy competencies in which the significance value is 0,048, confirms the alternative hypothesis (H1). Students with higher self-regulation skills demonstrated correspondingly enhanced digital literacy proficiency. The findings address a gap in literature and provide empirical evidence for the interconnected nature of SRL and DL. Results offer valuable insights for curriculum development, assessment improvement, and support system improvement for online EFL students, inform educational practitioners to develop effective strategies that simultaneously foster both competencies.