The present study investigated the effects of a self-monitoring strategy on web-based language learning. Both students' academic performance and their motivational beliefs were investigated. The interaction between the use of a self-monitoring strategy and the level of learners' English proficiency was also examined. A total of 99 college students who were enrolled in classes for Freshmen English participated in this study. The experimental group was led to a web page with self-monitoring form for recording study time and environment, learning process, predicting test scores, and self-evaluation while the control group was not. It was found that (1) the self-monitoring strategy had a significant main effect on students' academic performance and their motivational beliefs; students who applied the self-monitoring strategy outperformed students who did not apply the self-monitoring strategy on both academic performance and motivational beliefs regardless of their English proficiency level; and (2) the influence of self-monitoring was greater on the lower English level students than on the higher English level students. The positive findings suggest that encouraging students to develop selfmonitoring could help increase the success of online learning. Thus, applying a self-monitoring strategy is strongly recommended for web-based instruction.

The purpose of this study was to examine the effect of self-regulated learning strategies on learners' perception of motivation within web-based instruction. In this study, self-regulated learning strategies, which were intended to assist students to self-observe and self-evaluate their effectiveness, were incorporated into a one-semester web-based course to help students improve their learning motivation. Research results revealed that students' motivation perception benefited from the web-based instruction with self-regulated learning strategies. Students learning within a web-based environment with self-regulated learning strategies became more responsible for their own learning, more intrinsically orientated and more challengeable. They tended to value the learning material more and became more confident in course understanding and class performance.

This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were randomly assigned to learn concepts related to criticism using a CBIM program featuring English language text, videos, and exercises either with or without enhanced relevance components. Two dependent variables, comprehension, as measured by a posttest, and perceptions of motivation, as measured by the Modified Instructional Material Motivation Survey (MIMMS), were assessed after students completed the CBIM program. Two-way ANOVA was used to analyze the collected data. The findings indicated that (a) the use of relevance enhancement strategies facilitated students' language learning regardless of learners' level of intrinsic motivation, (b) more highly intrinsically motivated students performed better regardless of the specific treatments they received, (c) the effects of the two variables were additive; intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall, and (d) there was no significant interaction between the two variables.

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