Editorial: Bridging knowledge to action in vitamin D supplementation.

Virtual learning has developed as an important teaching and learning tool in the arena of higher education institutions with the development and spread of virtual learning platforms and the global implementation of virtual learning environments (VLEs) (). Within the scope of English as a foreign language (EFL) learning, the use of virtual learning has enabled learners to attain the advantage of flexibility and convenience in self-learning; however, it has also compelled learners to assume the responsibility of the regulation of their own learning processes. In this regard, the concept of “self-regulated learning” (SRL) has attracted considerable attention as a theoretical model in the exploration of the learning processes of learners (; ). According to SRL theory, the process of learning is not only the acquisition of knowledge, but rather a cyclical process wherein learners are the active participants in the setting of goals and the evaluation of the outcome (; ; ). Such processes are specifically important in VLEs, where learners need to monitor their learning behavior in the absence of instructors’ or peers’ continuous physical presence. Previous studies have indicated that SRL constructs, such as goal-setting, time management, self-monitoring, and self-evaluation, are associated with autonomy and engagement in VLEs (; ). In EFL learning contexts, particularly in countries where English is taught as a foreign language such as Saudi Arabia, the transition to VLEs has introduced new pedagogical opportunities as well as challenges. Saudi universities have increasingly adopted virtual learning platforms, such as the Blackboard Collaborate, to support language instruction, enabling students to access resources, communicate with instructors, and complete learning tasks remotely (). Yet, it can be assumed that the VLEs usually expect greater levels of self-management from students. Students’ inability to regulate their own behavior could cause problems for them when they face distractions, inefficient learning strategies, or negative outcomes of their study efforts (). According to the findings in previous studies (e.g., ; ; ), self-regulated learners demonstrate improved planning, monitoring, and regulating skills, resulting in enhanced academic performance. Within EFL contexts, these strategies are related to better learning outcomes and academic performance. Nevertheless, despite the emergence of virtual learning in the higher education sector of Saudi Arabia, some obstacles are evident with regard to the capacity of the learner to learn independently. In the context of SRL, the main reasons for the difficulties faced by the learners in terms of independent learning can be identified as the inability of the learners to cultivate their intrinsic potential to regulate their own learning (). According to , goal setting plays an essential role in assisting the learner in setting personal objectives and guiding them to achieve their linguistic competence. He maintains that time management plays a key role in ensuring that the learner allocates adequate time for learning and practicing linguistic skills, as well as completing assignments. As for self-monitoring, it assists the learner in monitoring their personal progress, which enables them to assess their strengths and weaknesses. Concerning self-evaluation, it allows the learner to review their progress and the efficiency of the learning strategies used. Research into language learning has shown that these strategies interact dynamically, demonstrating significant correlations of students’ engagement and their motivation to study language (; ; ; ).