Examining the relationship between English language learners’ online self-regulation and their self-efficacy

  • You Su Department of English, School of Humanities, Beijing University of Posts and Telecommunications; Faculty of Education, Beijing Normal University
  • Chunping Zheng Department of English, School of Humanities, Beijing University of Posts and Telecommunications
  • Jyh-Chong Liang Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology
  • Chin-Chung Tsai Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology
Keywords: Self-regulated learning, self-regulation, online self-regulation, English language self-efficacy, English language learners

Abstract

This quantitative study investigated the relationship between learners’ online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants’ variance of self-efficacy in English listening, speaking, and reading. Moreover, learners’ environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students’ self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners’ self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...
Published
2018-07-20
How to Cite
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3). https://doi.org/10.14742/ajet.3548
Section
Articles