Examining the Relationship between English Language Learners' Online Self-Regulation and Their Self-Efficacy

Autor/inn/en	Su, You; Zheng, Chunping; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Examining the Relationship between English Language Learners' Online Self-Regulation and Their Self-Efficacy
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 3, S.105-121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Undergraduate Students; Second Language Learning; English (Second Language); Blended Learning; Electronic Learning; Self Control; Self Efficacy; Goal Orientation; Learning Strategies; Time Management; Help Seeking; Self Evaluation (Individuals); Listening Skills; Speech Skills; Reading Skills; Writing Skills; Predictor Variables; Correlation; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Prädiktor; Korrelation
Abstract	This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01