Gu Ling
School of Humanities and Law, Gannan University of Science and Technology, Ganzhou 341000, China.
Acta Psychol (Amst). 2025 Mar;253:104740. doi: 10.1016/j.actpsy.2025.104740. Epub 2025 Jan 28.
The purpose of this research includes analyzing the interaction between online English learning motivations, digital readiness, academic engagement, self-regulated English learning attainment, and technology self-efficacy. These interactions were examined based on data gathered from learners in online English courses through the method of structural equation modeling. Analysis found that online English learning motivation has a significant impact on the learners' level of digital readiness and levels of academic engagement, thereby underlining its importance in getting learners ready for meaningful navigation of the digital environments with emphasis on specific academic tasks. Moreover, digital readiness and academic engagement mediate the link between online English learning motivation and online self-regulated learning, thus signifying the role of these variables in achieving translation of motivation into efficient self-regulation. Moreover, online English learning motivation exerts an indirect impact on digital readiness and academic engagement through the moderation of technology self-efficacy; in particular, the high level of self-efficacy strengthens the positive effects of motivation. This basically emphasizes the confidence in technology usage as a fundamental dimension to the effectiveness of online learning. Hence, based on these findings it can be concluded that increasing online English learning motivation, readiness for digital learning environments and academic engagement as well as the technology self-efficacy is important in order to achieve the greatest learning success in the field of online English learning. Although the study has its drawbacks like the use of self-reported data and cross-sectional research design, the study present implications that would be useful to educators and policymakers in the improvement of the online education strategies. The next steps in the research should involve following up the participants over a long period and using both qualitative and quantitative methods to augment these results.
本研究的目的包括分析在线英语学习动机、数字准备度、学业参与度、自我调节英语学习成就和技术自我效能之间的相互作用。通过结构方程建模方法，基于从在线英语课程学习者收集的数据，对这些相互作用进行了检验。分析发现，在线英语学习动机对学习者的数字准备度水平和学业参与度水平有显著影响，从而凸显了其在使学习者为在强调特定学术任务的数字环境中进行有意义的导航做好准备方面的重要性。此外，数字准备度和学业参与度在在线英语学习动机与在线自我调节学习之间起中介作用，从而表明这些变量在将动机转化为有效的自我调节方面的作用。此外，在线英语学习动机通过技术自我效能的调节对数字准备度和学业参与度产生间接影响；特别是，高水平的自我效能会增强动机的积极影响。这基本上强调了对技术使用的信心作为在线学习有效性的一个基本维度。因此，基于这些发现可以得出结论，提高在线英语学习动机、对数字学习环境的准备度和学业参与度以及技术自我效能对于在在线英语学习领域取得最大的学习成功很重要。尽管该研究存在一些缺点，如使用自我报告数据和横断面研究设计，但该研究提出的启示对教育工作者和政策制定者改进在线教育策略将是有用的。该研究的下一步应该包括长期跟踪参与者，并使用定性和定量方法来增强这些结果。
