z-logo
open-access-imgOpen Access
Examining the relationship between English language learners’ online self-regulation and their self-efficacy
Author(s) -
You Su,
Chunping Zheng,
Jyh Chong Liang,
Chin Chung Tsai
Publication year - 2018
Publication title -
australasian journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 1449-5554
pISSN - 1449-3098
DOI - 10.14742/ajet.3548
Subject(s) - self efficacy , psychology , context (archaeology) , active listening , reading (process) , mathematics education , structuring , english language , task (project management) , social psychology , linguistics , paleontology , philosophy , management , communication , finance , economics , biology
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.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.
Having issues? You can contact us here