Keywords
adaptability
regulation mechanisms
affect
Abstract
The present study was initiated to verify whether a curriculum enhanced with efficacy-building techniques might foster students’ adaptation to an online study environment during the COVID-19 pandemic. Inductive thematic analysis was applied to analyze interview data obtained from 32 sophomores pursuing a degree in English as a Foreign Language. Three main themes were identified: students voiced their concerns regarding the lack of online literacy, symptoms of cognitive overload, and the absence of meaningful relationships. The planned intervention partially facilitated the students’ transition process: growing efficacy among the sample was linked to more proper attribution, less negative affect, and the development of individual and shared regulation mechanisms.
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