The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Abstract

Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners' continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students' online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners' motivation and their online self-regulated English learning.Sustainability 2020, 12, 3009 2 of 25 integrate cognitive, affective and behavioral factors, so as to achieve a continuous learning outcome. Among these, learner beliefs, anxiety, motivation and self-regulation are intensively studied [1][2][3][4][5][6][7].Three learner characteristics are commonly and consistently found to account for foreign language learning performance, namely learner beliefs, anxiety and motivation [7][8][9][10]. To be specific, language learning beliefs are critical because they impose strong impacts on how students evaluate and utilize language learning strategies. Language learners, for instance, may hold different opinions on what accounts for a successful foreign language learning. Some think learning English grammar and vocabulary is the major task, while others contend that it is important to use and speak English in an appropriate language environment [11]. Foreign language learning anxiety includes uncomfortable feelings in using or learning a foreign language. Such anxiety is common among Chinese English-as-a-foreign language (EFL) learners with different proficiency levels. Most English learners, especially for those at beginner levels, feel more anxious when they are singled out to speak English or use English to respond to the teacher in class. English learners with a higher level of foreign language anxiety may form a mental block which greatly hinders foreign language learning e...

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

“…The finding that a strong and positive relationship exists between English language self-efficacy and the technology-based SRL strategies leads us to concur with existing studies (e.g., Kim et al, 2015;Bai and Wang, 2020;Wang and Zhan, 2020) that postulate that students with higher level of self-efficacy tend to be more self-regulated than their peers with low self-efficacy profiles, reinforcing the consensus in the literature that positive beliefs about one's learning capability tend to result in carrying out a learning task more readily, working harder, or persisting longer when learners encountered difficulties. Pedagogically, teachers can emphasize skill development and effective learning methods, as well as provide specific feedback and encouragement to enhance students' confidence and sense of competence in authentic mastery experience (Liem et al, 2008).…”

“…Nevertheless, constrained by the adoption of Oxford's (1990) classification of the language learning strategies, these studies largely focused on students' use of cognitive and metacognitive strategies. Furthermore, self-regulation is context-and situation-specific, which means that measurement of technology-based self-regulated language learning should be domain-specific (Wang and Zhan, 2020).…”

Foreign Language Anxiety: Classroom VS Distance Learning

“…Only learners with a high level of motivation and self-management skills can experience no or little causal effect of distance education [17,18,19].…”

The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of A Private University in Thailand

“…Characteristics such as motivation, anxiety, belief, and self-regulation have been found to significantly impact on language learning outcomes (Keskin and Yurdugul, 2019;Desta, 2019;Panagiotidis et al, 2018;Adithepsathit and Wudthayagorn, 2018;Cakir and Solak, 2014;Mahroof, 2014;Solak, 2012). Wang and Zhan (2020) also emphasized that these variables have been commonly found to influence language learning performance. However, few studies have been conducted on online learning, especially in Thailand.…”