■英语作为外语(EFL)教育越来越依赖于在线学习,需要对影响学习经历的关键因素有细微差别的理解。本研究调查了在线学习自我效能感之间的复杂关系,在线自我调节学习,英语的非正式数字学习(IDLE),和在线课程满意度在EFL学习者的独特背景下。
■该研究涉及来自中国各国立大学的563名中级大学生。采用结构方程模型(SEM)对数据进行分析,提供对已识别变量之间关系的全面洞察。
■结果揭示了重要的见解。在线学习自我效能感和IDLE对在线课程满意度均表现出直接和积极的影响。此外,该研究发现,在线自我调节学习在在线学习自我效能感和IDLE与在线课程满意度之间的联系中起着部分中介作用。这种中介意味着学习者的自我调节行为显着影响自我效能感和非正式数字语言学习体验如何影响在线课程的整体满意度。
■这些发现强调了培养学习者自我效能信念的关键作用,培养IDLE,并在在线语言学习领域推广有效的自我调节学习策略。这些举措有助于提高在线课程学习者的满意度和成功。
■这些发现对EFL教学的影响是巨大的。通过强调自我效能感的重要性,慢车,和自我调节的学习策略,教育工作者可以为EFL学生创造更令人满意和成功的在线学习体验做出重大贡献。
UNASSIGNED: English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners.
UNASSIGNED: The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables.
UNASSIGNED: The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners\' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses.
UNASSIGNED: The findings highlight the pivotal role of nurturing learners\' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners\' satisfaction and success in online courses.
UNASSIGNED: The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.