Today, the world is becoming smaller and more connected, a phenomenon known as globalization. In the ELL classroom, globalization is evident as well because it has made our societies more open to diverse cultures and traditions. On the other hand, schools were closed as a result of the pandemic of Covid-19, and students and teachers were forced to turn to distance learning as a means of ensuring their safety. ELLs also faced difficulties due to a lack of confidence and motivation to learn the language. Therefore, educators were dealing with the need to enhance student responsibility and self-regulation. The situation for English Language Learners (ELLs) during the outbreak was indeed challenging for them since they generally need more language interaction and practice to improve their proficiency. In light of this, it is necessary to integrate electronic learning (E-Learning) as an alternative to assist ELL classes in continuing to learn during this time.

First of all, E-Learning can ensure the continuity of learning. During the time of necessary social distancing between students and teachers, it was necessary to adopt a proactive approach, which would ensure continuity of learning during that period (Reimers & Schleicher, 2020). School closures and restrictions have made traditional face-to-face instruction impossible during the pandemic. However, through E-Learning, students and teachers can teach and learn through the Internet without physical contact. This enables students to continue learning during the pandemic, reducing the impact of learning disruptions on their learning progress.

Fig.1: Ubiquitous Learning. From Karen, 2012. (http://bobthedog3.blogspot.com/2012/10/ubiquitous-learning-with-google.html)

Second, E-Learning provides a flexible learning environment. Due to the uncertainty of the pandemic, both ELLs and educators may need to frequently adjust to changing schedules and locations. With the use of E-Learning, ELLs are able to learn at home or from anywhere with an internet connection, allowing them to get a greater degree of flexibility with their learning. At the same time, the use of online platforms allows educators to provide ELLs with learning resources and activities tailored to their specific learning needs, while also providing a variety of instructional strategies. Through the use of the Internet and technology, ELLs worldwide are able to achieve ubiquitous learning (Fig.1) through the application of the Internet and technology. The ubiquitous learning concept refers to the ability to learn at any time and from anywhere (Cope & Kalantzis, 2009).

Fig.2: E-Learning. From Rathore, 2021. (https://www.techniajz.com/blog-detail/e-learning-pros-and-challenges.)

Third, E-Learning provides a variety of learning tools and resources. Online learning platforms can provide various multimedia resources, such as video, audio, and interactive teaching materials, to help ELLs better understand and master English. Guragain (2016) indicated “Learning can be achieved through reading blogs, participating in online forums, threaded email discussions, social media or through online training platforms such as the code academy” (p.5). These multimedia resources (Fig.2) provide visual and auditory stimulation to help enhance ELLs' understanding and learning of English. In addition, there are many learning communities and discussion boards on the Internet where ELLs can communicate and discuss with other ELLs and educators, improving their language interaction and communication skills.

Furthermore, E-Learning facilitates the development of ELLs' self-regulated learning. The primary objective of schooling is to create self-regulation in children's learning (Grolnick et al., 1999). ELLs need to learn how to use multiple digital tools and applications, such as video conferencing software, online learning platforms, etc. Through E-Learning, ELLs can learn at their own pace, and can independently choose the learning materials and resources that suit them. ELLs' self-regulated learning ability is considered to be one of the key competencies in the digital age and plays a vital role in independent and lifelong learning. In this regard, how ELL educators use technology to assist teaching, cultivate and enhance ELLs' self-regulated learning ability has become an important issue.

Finally, E-Learning is universal beyond the pandemic. Even without the pandemic, E-Learning has been widely used as a part of modern education. It is a kind of learning that breaks out of spatial and temporal confinements and reach extends far beyond the temporary circumstances of the pandemic, making it accessible and applicable to ELLs worldwide. Through the power of the E-Learning, ELLs can access a wealth of educational resources, connect with experts and peers, and pursue their educational goals without constraints.

All in all, besides ensuring continuity of learning, it provides a flexible learning environment, provides various learning tools and resources, and facilitates the self-regulation of ELLs' learning development, and E-Learning has become an integral part of modern education beyond the pandemic. This trend will continue to provide ELL students with more learning opportunities and resources, and be able to take full advantage of E-Learning.

In the context of E-Learning, ELLs and educators no longer communicate face-to-face, and the interaction mode between peers is also different from the traditional classroom. Therefore, Self-Regulation has a greater impact on ELLs than traditional classroom learning. As part of education, learners are encouraged to become independent and self-regulatory, to become aware of their own skills, and to discover which strategies and forms of learning are most suitable for their needs. The transition from physical courses to E-Learning is a challenge for both educators who are not very skilled in technology operations and ELLs with limited self-regulated learning capabilities.

Fig.3: Four components of self-regulation. From Wang, 2021. (https://link.springer.com/article/10.1007/s40299-021-00630-5)

As an independent motivational process, self-regulation is an important part of the motivational process. With self-regulating activities, ELLs are able to choose or select the activities they want to do and are able to organize themselves accordingly. Bandura (1977) described the cognitive process by which individuals imitate observed behavior as self-regulation. Self-regulation is a continuously active process in three steps: Monitor our own behavior, judge our behavior in relation to our own personal standards, and react to our own behavior. As the base for the notion of free will and the capacity to control one's behavior, self-regulation is crucial for motivation, behavior, and interpersonal relationships among individuals (Baumeister et al., 1994). It provides a framework for examining how people set goals, monitor their behavior, and adjust their behavior in order to achieve the goals they have set. According to Roy Baumeister (2007), SRT involves four components: standards, monitoring, self-regulatory strength (colloquially known as Willpower), and motivation (Fig.3). Self-regulation is the self’s ability to manage an individual's behaviors with respect to guiding feelings or thoughts to meet goals (Baumeister & Vohs, 2007). The first component of SRT is standards. Learners compare their own behavior to those of role models and are judged against the standards they have set for themselves. However, the set standards need to be realistic. If the set standards are too high, learners may encounter negative experiences such as failures and setbacks repeatedly, thus greatly lowering their expectations. Learners who know their level of ability are usually more likely to establish realistic standards. Second, self-regulation needs monitoring. When learners focus on correct and accurate observation of their own behavior, their behavior will change and be different. The third component is the ability to self-regulate, commonly known as willpower. It is the strength or energy to control the improvement of individuals. Finally, motivation is one of the key components. It is up to the learners to ask themselves to reward themselves after reaching a certain preset standard, and to punish themselves if they do not. Generally speaking, behavioral psychologists believe that immediate in-kind rewards are usually more effective. “Behavior which produces some reward does come to predominate over behavior that does not” (Keehn, 1959, p.1).

It is currently recognized that self-regulated learning is a valuable perspective on cognitive strategies that can be used to control academic learning in self-regulatory processes (Pintrich & Degroot, 1990). The video below explains what self-regulation is and provides examples.

In summary, Self-Regulation Theory provides a framework for understanding and explaining how people function in terms of self-regulation. This theory focuses on individual goal setting, self-monitoring, self-evaluation, and self-feedback. Self-regulation theory has practical applications in various fields and has important implications for the field of ELL education.

The ability to learn a foreign language has become a very important and appealing skill in the modern world. With the vigorous development of network technology, the teaching and application of the second language E-Learning technology has been paid more and more attention. E-Learning has become one of the important ways for ELLs to learn a second language. In the modern educational environment, the focus of learning has also shifted from the educator to the learner-centered. Learners learn independently through various resources on the Internet or the E-Learning platform, which is of great help to improve learners' motivation and interest. Around the world, language learning apps have become increasingly popular as a means of learning a language. Generally speaking, people are motivated to reach the desired results when they search for apps to meet their learning needs, so self-monitoring is one feature of these apps that can help them meet their goals. The process of E-Learning can be conducted in a variety of ways. In an effort to find new ways of encouraging ELLs to learn English, educators have turned to technology, including the use of mobile applications such as Duolingo which emphasize a personalized learning approach and encourage students to learn independently. Here I use Duolingo, a language learning software, as an example to explain the impact on ELLs' self-regulation ability when the teaching and learning of ELL classrooms are integrated into Duolingo.

Duolingo application (app) is currently the world's largest free online language learning platform, which can be downloaded on mobile devices or used on the website. It is used by more than 300 million people worldwide (Shortt, Tilak, et al., 2021). On the other hand, the Duolingo app is a mobile app that facilitates language learning within a gamified environment. As a result of the addition of gamification elements to the language learning courses in the Duolingo app, learners are able to progress through the levels in an active manner, which encourages them to be interested in the course material. There are various exercises that can be assigned by the educator, and the ELLs can either advance in their skill level or change their level as appropriate depending on how they perform the exercise. The educators have the choice to make their own determination about what the dates are for the assignments, as well as what days ELLs are expected to complete them over the course of the year. Furthermore, Duolingo provides immediate feedback and the option to participate in a discussion section where users can provide their comments on particular situations, discuss the meanings of the sentences, and discuss how they could improve in the Duolingo system. An example of the level placement for ELLs is shown in the screenshot (Fig.4) below.

Fig.4: ELL Placement. From Duolingo, 2023

The Duolingo app is designed to allow learners to learn step by step, from simple to complex, where they can review what they have learned and acquire new knowledge. Duolingo app also uses AI to analyze the learner's language proficiency through the placement completed by the learner, and then the AI system plans courses of the corresponding level for the learner. Duolingo provides its users with a number of resources, including pronunciation, translation and the ability to write down what they hear. After the learners pass a level of questions, they will get experience points or gem rewards (Fig.5). For ELLs, the immediate rewards stimulate the motivation to learn.

Fig.5: Experience points earned by level completion. From Duolingo, 2023

It is common for ELLs to feel bored by traditional classroom assignments. In contrast, Duolingo's system makes even everyday tasks more motivating and interesting for ELLs. Since the Duolingo’s system design is similar to playing an online game, learners are rewarded every day for their efforts. The instant feedback reward and daily reminder mechanism of Duolingo app not only allows ELLs to develop the habit of learning languages every day, but also reminds them to learn to use time and regulate their own independent learning, so learners' self-regulation can be increased.

Many educators around the world have realized that technology and apps have the capability of enhancing language learning, allowing learners to be more engaged and motivated to overcome the challenges they face. ELL educators can use the "duolingo for schools" feature in duolingo system, which is a free layer of management that sits on top of the Duolingo language learning app. Educators are able to plan assignments for ELL learners under the "duolingo for schools" system, utilizing the best of artificial intelligence and language science to adapt to the correct level and pace of each student. Additionally, educators can determine how learners are progressing based on insights such as accuracy and time spent learning. The video below provides an overview of the "duolingo for schools" system.

Duolingo offers “Duolingo for Schools” which allows educators to create a class and add ELLs to the class by creating a class in Duolingo and allowing the ELLs to practice specific lessons in Duolingo which may help the students to be able to practice languages in their regular classes at school or with their courses. Educators can also use the built-in mechanisms of "duolingo for schools", such as goal setting, reminders for learning, performance progress reports, and reward systems, to develop the ability of ELL learners to achieve self-regulated learning. And these mechanisms are exactly in line with the standards, monitoring, self-regulatory strength (colloquially known as Willpower), and motivation of SRT. Through this process, learners are able to set goals and conduct self-examination. The immediate rewards (virtual experience points and gems) given by the Duolingo system become the motivation for learners. According to a study conducted by Vesselinov and Grego (2012), the motivation of the participants was the primary factor that contributed to higher effectiveness. According to Blanco and Florez (2019), educators can view the learning status of learners from the Duolingo school dashboard, the purpose of which is to encourage students to be self-responsible and self-monitoring. The entire learning process of this type is almost dependent on the learner's self-regulation ability, which is the key role that education should play.

Ahmed (2016) pointed out that the Duolingo app still has a lot of room for improvement, such as: covering more vocabulary and grammar, as well as the need to further develop other languages, especially English, and should push its design to a higher level, because English is universal language. Ahmed (2016) also mentioned that the Duolingo app can use other visual tools and should not rely entirely on direct translation. I think this research is related to students' self-regulation ability. At present, there are many ELLs in the world, and learning English is almost a daily task for ELLs. If language learning software is only suitable for lower level learners, then it will be inapplicable for intermediate and advanced English learners. When beginners learn to a higher level, they may also give up using this language learning software because it is not applicable.

In the SRT process, when learners find that the language learning software they use can no longer meet the standards they want to set during the stage of setting goals, it is very common to give up or interrupt learning. We mentioned earlier that the Duolingo app uses games to combine rewards to attract ELLs to continue their daily learning, thereby increasing the ability of learners to self-regulate, which is also the main motivation for ELLs to learn. Therefore, once ELLs cannot set their own goals and cannot use the same software to continue learning, it may mean that they lose the motivation to learn, and their self-regulation ability cannot be continuously cultivated or enhanced. It is conceivable that the effect of learning will definitely be adversely affected. Of course, there are many software for learning languages, but changing learning software all the time is the same as changing teachers constantly, which may have no positive impact on learning.

Munday (2015) also mentioned that compared with assignments from textbooks, learners like the convenience of Duolingo app, and using Duolingo app as an online homework is more popular among learners. Duolingo app uses various AI skills to achieve the learning goals set by learners, and learners also find the gamification learning method very interesting. This part also enables learners to learn actively and promotes learners' self-regulation ability. At the same time, as Ahmed mentioned, one of the shortcomings of the Duolingo app is the accuracy of its translations. This shortcoming may affect learners in the self-evaluation stage of SRT.

Blanco and Florez (2019) stated that educators should seek new forms to strengthen students' self-regulated learning ability to encourage students to learn English. They hope to support and encourage learners' self-regulated learning through Duolingo app, promote learners' enthusiasm for learning and self-regulated learning. According to Blanco and Florez (2019), educators can view the learning status of learners from the Duolingo school dashboard, the purpose of which is to encourage students to be self-responsible and self-monitoring. In addition, Blanco and Florez (2019) further show that Duolingo is not optimal in design of speaking and conversational skills. As we all know, speaking and conversation are very important parts of learning a language. Therefore, if the design of the learning software is not comprehensive enough, it will not only affect the learning results, but also affect the learning motivation to a certain extent.

To sum up, the Duolingo app does bring many advantages to ELLs in learning languages, and it is an easy-to-use software. In addition, it helps to improve the level of knowledge of the second language and enhances the learner's self-regulation ability when learning the second language. But it also has some problems, for example, there is still room for improvement in the design of the system and courses. Therefore, educators can consider using Duolingo as an online assignment or as a supplement to foreign language courses to increase the participation of ELLs, increase the time for ELLs to practice English, and allow ELLs to be more exposed to language learning. At the same time, educators can integrate the Duolingo app into teaching. Through the guidance of educators, combined with the Duolingo app's gamified design and interface functions, a new set of incentive measures can be developed, and courses can be combined to achieve a complementary learning model.