You are here:

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

, , ,

Australasian Journal of Educational Technology Volume 34, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This quantitative study investigated the relationship between learners\u2019 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\u2019 variance of self-efficacy in English listening, speaking, and reading. Moreover, learners\u2019 environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students\u2019 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\u2019 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.

Citation

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),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 19, 2018 from .

Keywords