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Abstract
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Self-regulation is an ability that students use to modulate and monitor cognition, emotion, and behavior to accomplish one's goal and to adapt to the cognitive and social demands of specific situations. In other words, it is a strategy that helps students to be autonomous learners rather than a dependent one. Self-regulation is a Self-directive approach that helps learners with transforming their learning abilities into academic skills. Iit mainly refers to Self-generated thoughts, feelings, and behaviors that drives people to attain their goals. According to Wolters, Pintrich, and Karabenick (2003, p.2), "self-regulated learning ias "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment." In a similar vein, Nückles, Hübner, and Renkl (2009, p.259) affirm that "Self-regulated learning is the ability to control and influence one's learning processes positively. The learners take personal initiative, apply powerful strategies to attain individually valued learning goals, and monitor their understanding to detect and eliminate possible comprehension problems. Tthe main focus of this study is to compare the effect of on site and online Self-regulation in English language learners speaking skills using different multimedia applications.
I’d like to see and evalute the effect of both online and on site teaching on EFL learners selfregulation in speaking skills and compare these variables with each other. Due to the Covid 19 pandemic , teaching online has gained so much popularity world wide. Since the in site teaching is banned everywhere to stop the Covid 19 outbreak, majority of people have switched in to online teaching. Thanlks to the variety of online applications that have made everything ready to study and learn everything online, I have come to conclusion to compar
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