TY - JOUR
T1 - Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning
T2 - A Cross-lagged Analysis
AU - Teng, Mark Feng
N1 - Publisher Copyright:
© 2025 International Tesol Union Co., Ltd. All rights reserved.
PY - 2025
Y1 - 2025
N2 - The present study aims to address the research gap by investigating the relationships among students’ metacognitive strategies (MS), self-efficacy belief (SEB), language learning motivation (LLM), and perceived progress in online English learning. Utilizing a cross-lagged analysis approach, the study analyzed survey data collected twice from a sample of 627 university students in China. The findings provide new insights into the changes in learners’ metacognition, motivation, and self-efficacy belief over time. The findings suggested that there is a reciprocal relationship between SEB and MS, indicating that they influence each other. MS predicts LLM and perceived progress in online English learning, suggesting that metacognitive strategies have a causal effect on motivation and learning outcomes. LLM predicts SEB and perceived progress in English learning, indicating that motivation plays a causal role in shaping self-efficacy belief and learning outcomes. Perceived progress in English learning is influenced by other variables but does not act as a cause among the factors examined in this study. These findings highlight the potential to enhance online English learning by fostering learners’ awareness of metacognition, self-efficacy belief, and motivation.
AB - The present study aims to address the research gap by investigating the relationships among students’ metacognitive strategies (MS), self-efficacy belief (SEB), language learning motivation (LLM), and perceived progress in online English learning. Utilizing a cross-lagged analysis approach, the study analyzed survey data collected twice from a sample of 627 university students in China. The findings provide new insights into the changes in learners’ metacognition, motivation, and self-efficacy belief over time. The findings suggested that there is a reciprocal relationship between SEB and MS, indicating that they influence each other. MS predicts LLM and perceived progress in online English learning, suggesting that metacognitive strategies have a causal effect on motivation and learning outcomes. LLM predicts SEB and perceived progress in English learning, indicating that motivation plays a causal role in shaping self-efficacy belief and learning outcomes. Perceived progress in English learning is influenced by other variables but does not act as a cause among the factors examined in this study. These findings highlight the potential to enhance online English learning by fostering learners’ awareness of metacognition, self-efficacy belief, and motivation.
KW - digital learning
KW - language learning motivation
KW - Metacognitive strategies
KW - online English learning
KW - self-efficacy belief
UR - http://www.scopus.com/inward/record.url?scp=85208945732&partnerID=8YFLogxK
U2 - 10.58304/ijts.20250102
DO - 10.58304/ijts.20250102
M3 - Article
AN - SCOPUS:85208945732
SN - 2632-6779
VL - 7
SP - 4
EP - 29
JO - International Journal of TESOL Studies
JF - International Journal of TESOL Studies
IS - 1
ER -