Metacognition, Motivation, Self-Efficacy Belief, and English Learning Achievement in Online Learning: Longitudinal Mediation Modeling Approach

Autor/inn/en	Teng, Mark Feng; Yang, Zi
Titel	Metacognition, Motivation, Self-Efficacy Belief, and English Learning Achievement in Online Learning: Longitudinal Mediation Modeling Approach
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 4, S.778-794 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teng, Mark Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2144327
Schlagwörter	Online Courses; English (Second Language); Second Language Learning; Second Language Instruction; Self Efficacy; Learning Motivation; Role; Student Attitudes; Undergraduate Students; Correlation; Longitudinal Studies; Foreign Countries; Learning Strategies; Likert Scales; China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Rollen; Schülerverhalten; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Likert-Skala
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01