The present study aims to address the research gap by investigating the relationships among students’ metacognitive strategies (MS), self-efficacy belief (SEB), language learning motivation (LLM), and perceived progress in online English learning. Utilizing a cross-lagged analysis approach, the study analyzed survey data collected twice from a sample of 627 university students in China. The findings provide new insights into the changes in learners’ metacognition, motivation, and self-efficacy belief over time. The findings suggested that there is a reciprocal relationship between SEB and MS, indicating that they influence each other. MS predicts LLM and perceived progress in online English learning, suggesting that metacognitive strategies have a causal effect on motivation and learning outcomes. LLM predicts SEB and perceived progress in English learning, indicating that motivation plays a causal role in shaping self-efficacy belief and learning outcomes. Perceived progress in English learning is influenced by other variables but does not act as a cause among the factors examined in this study. These findings highlight the potential to enhance online English learning by fostering learners’ awareness of metacognition, self-efficacy belief, and motivation.
2025-10-10
This mixed method study examined the effects that a Self-Regulated Multimedia Cognitive Learning Model, infused with internationally acclaimed effective instructional vocabulary strategies, had on the vocabulary acquisition skills of adult English Learners enrolled in a college course. Outcome measures included vocabulary pretests and posttests, surveys, and participant interviews. Quantitative data were analyzed using descriptive statistics and paired samples t-tests whereas qualitative data was analyzed using open, axial, and selective coding. Findings were statistically significant across all six vocabulary tests, with large effect sizes. Overall, adult English Learners perceived the vocabulary instruction using a Self-Regulated Multimedia Cognitive Learning Model to be beneficial to their vocabulary learning and useful for generalization purposes outside of the classroom. Future research and implications for practice are also offered for the use of the SelfRegulated Multimedia Cognitive Learning Model to improve second language learning and the college success rates of English Learners in the United States.
Online second language (L2) learning classes at the university level have been increasing in Japan and around the world. Self-regulated learning (SRL) and language learning strategies (LLS) have shown efficacy in increasing L2 learning achievement and skills acquisition, but how students selfregulate and what strategies are necessary in online classes have yet to receive much attention in the literature. To fill this gap, the current study examined SRL and LLS use in an asynchronous EFL classroom at a Japanese university utilizing a survey (N = 17) and interviews (n = 7) with secondyear students between the ages of 19-20 years old. This study builds on previous research that indicated environmental structuring, goal setting, task strategies and classmate communication were important factors in online L2 learning contexts. Findings showed that strategies were selected based on individual course objectives (task completion, quality, or L2 learning focus) and that individual preferences impacted strategy choice. Additionally, deliberate establishment of social presence could have potentially enhanced classmate communication, and self-reflection and the SRL cycle can be impacted by individual learning goals. These findings can be useful for researchers and instructors investigating training methods for online L2 students and the promotion of more effective online L2 learning strategies.
Although the impact of Artificial Intelligence (AI) on English writing is significant, EFL learners’ writing anxiety can adversely affect their performance. Much research has explored the individual effects of metacognitive strategies or writing self-efficacy on writing performance. However, there is limited investigation into how these constructs influence writing anxiety, particularly within AIassisted writing contexts. This study aimed to investigate the effects of metacognitive strategies and AI-based writing self-efficacy on writing anxiety among EFL learners, as well as to explore the mediating role of AI-based writing self-efficacy in the interrelationship between metacognitive strategies and writing anxiety by structural equitation modeling (SEM). A total of 193 participants completed questionnaires on metacognitive strategies, AI-based writing self-efficacy, and writing anxiety. The results indicated that metacognitive strategies encompassing planning, monitoring, and evaluating, and AI-based writing self-efficacy have a negative impact on writing anxiety. Specifically, AI-based writing self-efficacy fully mediates the relationship between planning strategies and writing anxiety, while partially mediating the relationships between monitoring and evaluating strategies and writing anxiety. These findings underscored the crucial role of AI-based writing self-efficacy in alleviating writing anxiety among EFL learners in AI-assisted contexts and suggested that enhancing metacognitive strategies can reduce learners’ writing anxiety by boosting their confidence in using AI-based tools.
In today’s digital age, where students are immersed in a vast array of digital media, understanding new media literacy (NML) is important. This is especially the case for junior high school students who are generally considered to be ‘digital natives’ and are at the critical age of value formation. In language learning, self-efficacy (SE) cannot be underestimated because of its impact on students’ language learning performance. Although previous studies offer meaningful insights into the effects of NML and SE in English learning, they have concentrated chiefly on college students. Few studies have provided solid theoretical and empirical support for the potential relationship between these two constructs among junior high school students. In this study, we investigated 400 Grade 8 students. We used two highly reliable and valid questionnaires to evaluate students’ current NML and SE in English learning and their correlations. The results show that the students’ NML is above average; their SE in English study is average, and a strong positive correlation exists between their NML and SE in English learning. Specifically, their functional consuming (FC) ranked at the top of the NML scale, and their writing ranked highest on the SE scale. Thus, our results suggest that junior high school students need to focus more on their abilities to critically create media content and interactively participate in the new media environment. The findings illuminate the way to enhance students’ language competence in the digital context and assist educators in developing tailored strategies to equip students with the necessary competencies for success in today’s interconnected world.
The present study investigates the impact of resilience and self-regulation on English proficiency among second language (L2) learners. Drawing on psychological theories and educational frameworks, it explores the reciprocal relationship between resilience – the ability to adapt to challenges – and self-regulation, the capacity to manage one’s cognitive and emotional resources for autonomous learning. A cohort of 197 Japanese university students participated in this study. We employed structural equation modelling (SEM) to analyse the mediating role of self-regulation in the relationship between resilience and English proficiency. Results indicate that self-regulation serves as the primary determinant of L2 proficiency. That means learners who exhibit strong selfregulation skills demonstrate substantially higher English proficiency. Resilience had mediating effects on self-regulation and proficiency. The findings underscore the importance of fostering both resilience and self-regulation in L2 learning, suggesting that targeted interventions to improve these psychological constructs can enhance L2 proficiency development. This study contributes to a growing body of research on resilience and self-regulation that shapes L2 acquisition and offers practical implications for L2 educators.
Self-regulated learning (SRL) has garnered significant attention in second/foreign language (L2) research, expanding from the study of learning strategies to diverse contexts. However, since Rose et al.’s review (2018), few studies have thoroughly examined how SRL research has been carried out in L2, leaving the landscape of L2 SRL research somewhat nebulous. To address this gap, we conducted a systematic review to elucidate how L2 SRL studies have been conducted between 2017 and 2023. Our results revealed that while some studies were conducted in European and other contexts, the vast majority of studies were conducted in an Asian context, with a pronounced concentration in China and Hong Kong. There was a predominant focus on writing and quantitative research methods. Studies tended to use learning strategies, self-efficacy, and motivation as determinants of learners’ SRL. The relationships between these variables varied depending on the learners’ level of education, learning contexts, and target skills. Based on these findings, implications for future research were provided.
This study examines the mediating role of self-efficacy in the relationship between self-regulated learning (SRL), family social support, and academic procrastination among Indonesian vocational students. Data were collected from 118 students at Vocational High School (SMK) through validated scales measuring SRL, family support (FS), self-efficacy (SE), and academic procrastination (AP). Structural Equation Modeling (SEM) analysis revealed that both SRL and family social support significantly enhance students’ self-efficacy, which in turn reduces academic procrastination. Additionally, SRL and family support directly decrease procrastination. The mediating effect of selfefficacy was also significant, albeit modest, for both SRL and family support. The findings support the development of culturally responsive interventions that promote learner autonomy and family-based academic scaffolding to reduce procrastination in skill-based education. The study contributes to the literature by integrating cognitive, affective, and sociocultural perspectives, offering practical insights for educators and policymakers in vocational education contexts.
Frequent and regular engagement is essential for effective e-learning, and self-regulated learning strategies play a crucial role in enhancing such engagement. However, recent research has suggested that learners may initially rely on other-regulated strategies, eventually transitioning to self-regulation. This study examines the impact of Time and Study Environment Management (TSEM) strategy instruction on students’ e-learning behaviors, particularly in reducing procrastination, and explores whether it initially promotes other-regulated strategy use, which evolves into self-regulation. Japanese university students participated in a two-semester e-learning assignment as an out-of-class activity. Group A received TSEM instruction in the spring semester, while Group B did not. Neither group received instruction in the fall. Students’ e-learning behaviors were measured through login frequencies, and their strategy use was assessed via interviews. Results showed that in the spring semester, Group-A students initiated learning earlier and completed tasks well before the deadline, whereas Group-B students procrastinated. In the fall, both groups tended to complete tasks at the last minute. Interviews revealed that Group-A students applied TSEM strategies when receiving instruction but tended to forget them once guidance was removed. However, some students continued using TSEM strategies independently, reflecting on the benefits they experienced when applying them in the spring semester. These findings suggest that other-regulated TSEM instruction can promote autonomous learning behavior. Furthermore, fostering a sense of accomplishment and perceived value of these strategies may encourage sustained use, supporting the transition to self-regulated strategy use.
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