Abstract

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.