The current study examines the digital behaviors of 124 university students enrolled in a blended learning class in Korea. The students were divided into two groups (upper and lower) based on their scores on a self-regulated learning questionnaire. Their digital behaviors were compared across four areas: (a) task completion scores; (b) strategy use; (c) the days on which tasks were completed; and (d) learning gains. The results revealed a significant difference in task completion scores between the upper and lower groups. However, no meaningful difference was observed in strategy use between the two groups. Students in the upper group were more proactive in completing videos, homework, and TOEIC tests, often finishing these tasks ahead of deadlines. In contrast, students in the lower group tended to complete their assignments on the due date. Finally, there were no significant differences in learning gains between the two groups. These findings may inform the design and management of online L2 learning programs.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. SRL in Online Learning
    2.2. LA Research in SRL
3. METHODOLOGY
    3.1. Research Context
    3.2. Participants
    3.3. Instrument
    3.4. Data Collection and Analysis
4. RESULTS
    4.1. Task Completion Scores
    4.2. SRL Strategy Use
    4.3. Days of Submission of Assignments
    4.4. Learning Gains
5. DISCUSSION
    5.1. SRL, Task Completion, and Strategy Use
    5.2. SRL and Days of the Week of Task Completion
    5.3. SRL and Learning Gains
6. CONCLUSION
REFERENCES
APPENDIX

• Myong-Hee Ko(Visiting Professor, Department of Hyangseol Nanum, Soonchunhyang University, 22, Soonchunhyang-ro, Asan-si, Chungcheongnam-do 31538, Korea) Corresponding author
• Gayeong Jung(Lecturer, Department of English Language and Literature, Korea University)
• Jee Eun Kim(Graduate Student, Department of English Education, Ewha Womans University)