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Since new learning environments are believed to affect student motivation and cognition, and thus, have a huge impact on the processes underlying self-regulated learning, the transition to online learning due to the COVID-19 pandemic is likely to have challenged students’ ability to remain in charge of the learning process. Distance language learners could be particularly challenged by profusion of material, cognitive overload or unsettled participation patterns. Based on introspective data obtained from a representative sample of 321 university students majoring in various foreign languages, the present study aims to compare participants’ self-regulation in standard and online education and identify problem areas which demand action. At the same time, it seeks to respond to earlier calls for providing teachers with insights into students’ changing self-regulation routines and the processes underlying these changes. Data analysis clearly indicates that participants’ self-regulation (SR) has significantly deteriorated due to the shift from standard to online learning with respect to all the investigated SR areas. Also, while the investigated students reported a relatively high level of SR in the planning stage, their dramatically low level of reflection over the learning process could be seen as an impediment to a smooth transition from standard to distance learning.

The study described in the present paper aimed to account for all the three dimensions of learners’ strategic self-regulation, i.e. cognitive, affective, and sociocultural-interactive language learning strategies (LLS) (Oxford 2011), and attempted to explore their relationships with learners’ personality and other individual variables, such as gender, type of university and area of studies, or the level of proficiency in English. The participants of the study, who formed a representative sample of BA/BS students of AMU and WSB University (722 students in total), completed two questionnaires, a Polish adaptation of SILL ver. 7.0 (Oxford 1990), and the adaptation of NEO-FFI recommended by the Polish Association of Psychology (Zawadzki et al. 2010) for research. The goodness criteria for psychometric research tools (Hornowska 2007) were analysed for both questionnaires. The obtained results confirm the role of most of the above-mentioned individual characteristics in strategy choice, validate the importance of learners’ personality in language learning, and provide evidence of the significance of openness to experience in learning a foreign language.

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