Self-regulated learning constructs as predictors of academic performance among Saudi EFL students in virtual learning environments: Insights from self-regulated learning theory.

Drawing on Zimmerman's (1989) self-regulated learning (SRL) theory, this paper investigates how self-regulated learning constructs are associated with and predict academic performance among Saudi EFL learners within virtual learning environments. More specifically, it scrutinizes how goal setting, time management, self-monitoring, and self-evaluation predict academic performance in virtual EFL contexts. A quantitative approach was adopted, constituting a questionnaire administered to 270 students. Findings reveal that SRL constructs have potential in terms of being predictors of academic performance among Saudi EFL majors in virtual learning settings; and in this case, self-monitoring and self-evaluation have been the most effective predictors. Moreover, it is also observed that reflective behaviors and proactive attitudes on the part of students are significant correlates of Saudi EFL majors' academic performance in virtual learning environments (VLEs). The educational suggestions derived from these results include the necessity to incorporate SRL-related programs into the virtual EFL classes as well as solve students' metacognition and time management problems. Such recommendations are valuable for the design of SRL-promoting virtual EFL environments in Saudi Arabia.