Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach

Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English le...

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Bibliographic Details
Published in:RELC journal 2023-12, Vol.54 (3), p.648-666
Main Authors: Teng, Mark Feng, Wang, Chuang, Wu, Junjie Gavin
Format: Article
Language:English
Subjects:
Academic achievement
Beliefs
Chinese languages
College students
Distance learning
English as a second language learning
Metacognition
Motivation
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Summary:Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context.
ISSN:0033-6882
1745-526X
DOI:10.1177/00336882211040268