an investigation into iranian junior and senior high school students’ online self-regulation in online classes

Efl learners’ beliefs on their ability to learn english in online classes and control their psychological factors can be noted as an affective factor in their academic achievements. therefore, this study aimed at examining the differences in iranian senior and junior high school efl learners’ self-regulation in online classes. to this aim, 198 iranian junior (n = 73) and senior (n = 105) high school efl learners in golestan province participated in this study. they were given the online self-regulated learning questionnaire (oslq), developed by barnard et al. (2009) the results proved that there was a significant difference between junior and senior high school learners in case of self-regulated learning in online atmosphere. this study had some implications and suggestions for education administrators and language teachers.