An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter?

ABSTRACT: Despite the large quantity of research projects about online learning, studies on students’ language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners’ metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the

SUBMITTER: Teng M 

PROVIDER: S-EPMC10158685 | biostudies-literature | 2023 May

REPOSITORIES: biostudies-literature