Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

研究成果: Article同行評審

11 引文 斯高帕斯(Scopus)

摘要

The Purpose: Despite a large number of studies in online learning, limited studies have focused on language learners’ metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners’ English learning achievement in online learning environments. Design: Surveys were administered two times. Data analyses were based on longitudinal mediation analysis. The participants were 590 undergraduate students in China. Findings: The results showed a positive and significant correlation among the four variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the joint mediating role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement. Value: The findings support the need to strengthen learners’ metacognition, motivation, and self-efficacy beliefs for online English learning.

原文English
頁(從 - 到)778-794
頁數17
期刊Innovation in Language Learning and Teaching
17
發行號4
DOIs
出版狀態Published - 2023
對外發佈

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