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Autor/inn/en | Su, You; Zheng, Chunping; Liang, Jyh-Chong; Tsai, Chin-Chung |
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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 |
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) 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 |