| From social cognitive school, this study takes the self-regulated learning theory proposed by Zimmerman as study framework. The qualitative case study methodology is adopted from emic angle to understand the true perspectives or states of the study cases'EFL learning in web-based multimedia environment thoroughly and deeply. Some quantitative analysis methods are also utilized. The data collection methods are semi-structured questionnaire, structured questionnaire, open group interview, semi-opened individual interview, semi-opened group interview, participant observation, non-participant observation, EFL learning journal collection, retrospection and electronic portfolio collection.With the method of synchronic category analysis and diachronic scenario analysis, this study obtains the following findings: 1) Metacognition plays a vital important role in self-regulated EFL learning in web-based multimedia environment; 2) Self-regulated EFL learning in web-based multimedia environment is a learning process inspired by one or more motivation(s); 3) Diversity is a major feature of self-regulated EFL learning behavior in web-based multimedia environment; 4) Self-regulated EFL learning in web-based multimedia environment is a dynamic learning process; 5) The relationship among metacognition, learning motivation and learning behavior in self-regulated EFL learning in web-based multimedia environment is interactive. Meanwhile, a model of relationship among metacognition, EFL motivation and EFL learning behavior and a self-regulated EFL learning model in web-based multimedia environment are also been constructed in this study. This study also probes out 10 types of EFL learning motivation and 19 EFL learning strategies in web-based multimedia environment.In the end, according to the study findings, the researcher discusses some implications from perspectives of learners, instructors, developers of web-based multimedia EFL courseware and teaching administrators.
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