Motivation has been identified as a main factor influencing engagement and achievement of learners in online learning. Studying the motivations of language learners is crucial to address the challenges of online learning. This quantitative study is done to explore learners' online motivation (Fowler, 2018) from the point of view of McClelland's (1965) theory. McClelland's theory suggested three basic needs that people derive from their life experiences: Need for Achievement, Need for Affiliation and Need for Power. This study used a 5-point Likert Scale instrument consisting of 4 sections. Section A has 3 items on demographic profile. Section B has 12 items on Power, section C has 14 items on Achievements and section D has 12 items on Affiliation. A purposive sample of 156 participants from a public university in Malaysia responded to the survey. The major findings reveal the positive impact of McClelland's Needs Theory on online language learning. Most students believed in their online learning abilities in terms of self-efficacy and desired motivation, control belief factors also led them to achieve desired outcomes. Students were also influenced by intrinsic and extrinsic motivation to perform better in online language learning. Students felt engaged and can interact freely in the language classroom. A strong positive correlation was found between all the variables to motivate online language learning. It is recommended that the motivation to learn languages online be further explored from a variety of perspectives and theories. Future research could also examine the comparison of motivation theories on online learning.

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In an online environment, students can learn independently and flexibly. Motivation and emotional control are the critical factors that influence learning. Therefore, applying selfregulation learning strategies may assist students to remain proactive in the online learning environment. Self-regulation is a holistic learning strategy to understand how students regulate their learning from the perspectives of cognitive, metacognitive, behavioural, motivational and emotional or affective. This study aimed to examine how motivation beliefs and self-regulation learning strategies affect learning, and the relationships between motivation beliefs and self-regulation learning strategies. A sample of 155 students obtained by purposive sampling from a university in Malaysia participated in this quantitative study. The study used a questionnaire with five-point Likert scales as the instrument. The results indicated that students sometimes had self-efficacy and very often had the intrinsic value online language learning environment, but they very often had test anxiety. Besides, they very often used cognitive strategies to facilitate their learning, but sometimes applied selfregulation in the online language learning environment There was a significantly strong relationship between motivation beliefs and self-regulation learning. The outcomes of the survey suggest that the instructor might redesign the instruction and assist students in selfregulation learning process.

Mandarin has a discrepancy between the phonological structure and orthographic features. Therefore, it is challenging for non-native speakers to master it. As a result, a delayedcharacter introduction (DCI) approach which is known as pinyin is used in Universiti Teknologi MARA (UiTM) to assist beginner students in learning Mandarin. Various studies have been conducted to determine which learning strategies students prefer and will help them to master the learning of Mandarin. Besides, such research outcome becomes a guideline for lecturers to design suitable teaching and learning strategies. The main objective of this research is to investigate how students can learn Mandarin successfully especially using learning strategies known as graphic organisers. The quantitative method using a questionnaire was employed on 119 students who enrolled in Elementary Mandarin 1 at UiTM. The findings based on mean and standard deviation scores indicate that the majority of students agreed that graphic organisers help them to learn Mandarin. Graphics/ images and audios are easier to understand than information (words) and obtain higher scores with a mean of 3.91 and SD=1.0. In addition, most of the students use all the learning strategies in learning Mandarin. However, the most often used by students is to speak Mandarin by practicing and cooperating with others (M=4.00, SD=.96).