The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach
By Chunping Zheng, Jyh‐Chong Liang, Mang Li, C. Tsai. System (Linköping), 2018
152 citations recorded by the source corpus.
Abstract This study presents a structural relationship model that integrates English language learners’ motivation with their online self-regulation. Two questionnaires, Online Language Learning Motivation (OLLM) and Online Self-regulated English Learning (OSEL), were developed and administered to 293 Chinese university students. The results indicated that OLLM consists of five factors, namely online language learning experience, cultural interest, instrumentality-promotion, instrumentality-prevention, and others’ expectations. Meanwhile, OSEL is composed of six factors: goal setting, time management, environment structuring, help seeking, task strategies, and self-evaluation. The path analysis revealed that students with a positive future image of their language learning and an intrinsic interest in English culture tended to have better self-regulatory capacity in online learning environments. In contrast, students who learn English so as to avoid negative academic results might be less motivated to carry out online self-regulated learning. Also worthy of note is the negative association between L2 learners’ previous online learning experience and their online self-regulatory efforts. Learners with positive online learning experiences tended to be more flexible and independent in their self-regulatory learning process. Related pedagogical implications are discussed, such as motivating learners to visualize a successful future self, improving their inherent interest in learning English, and designing more effective online tasks.
View Paper: https://www.semanticscholar.org/paper/9874f24bfacfcb7a4cf948d0b57d77d3a0124b16
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Citations in the corpus
- The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…culture tend to be more attentive in self-regulated learning and are able to manage their classroom and web-based learning time efficiently in blended learning, as their intrinsic interest is closely linked to their self-regulation and time management (McWhaw & Abrami, 2001; C. Zheng et al., 2018).”
- The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “[29]; integrative motivation reflects the desire to join in the activities of the target foreign language community and develop their language skills; instrumental motivation reflects the desire to master a foreign a language to seek employment, to obtain an academic degree or to improve their posit”