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

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  • Wei Wang

    (College of Humanities, Jilin University, Changchun 130012, China)

  • Ju Zhan

    (College of Humanities, Jilin University, Changchun 130012, China
    School of Foreign Language Education, Jilin University, Changchun 130012, China)

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.

Suggested Citation

  • Wei Wang & Ju Zhan, 2020. "The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach," Sustainability, MDPI, vol. 12(7), pages 1-25, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:3009-:d:343271
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    References listed on IDEAS

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    1. Bandura, Albert, 1991. "Social cognitive theory of self-regulation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 248-287, December.
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    Cited by:

    1. Maria-Anca Maican & Elena Cocoradă, 2021. "Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(2), pages 1-21, January.
    2. Hui-Li Gao, 2021. "The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning," Future Internet, MDPI, vol. 13(7), pages 1-20, June.

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