Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach

Mark Feng Teng, Chuang Wang, Junjie Gavin Wu

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)

Abstract

Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context.

Original languageEnglish
Pages (from-to)648-666
Number of pages19
JournalRELC Journal
Volume54
Issue number3
DOIs
Publication statusPublished - Dec 2023
Externally publishedYes

Keywords

  • English learning achievement
  • language learning motivation
  • Metacognitive strategies
  • self-efficacy belief

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