A Correlational Study On Efl Learners’ Motivation And Self-regulated Learning In Scmc Language Learning Context

For decades,motivation,a crucial construct in second language learning,has gained extensive scholarly attention.The trend was boosted since the introduction of the second language Motivational Self System,which provides systematic theoretical support for investigating motivation and related topics.With the development of Internet technology,the rise of online teaching has been challenging the traditional language learning form.Thus,learner’s autonomous learning ability has become increasingly prominent in driving language learning results.As a multi-dimensional concept,self-regulated learning has also been widely studied in academics.However,the connection between second language learning motivation and self-regulated learning has been left unclear,and the specific interaction between the two constructs is awaiting more clarification.Moreover,the correlation of the aforementioned topics in online distant learning contexts calls for further research.Therefore,this research aims to explore the correlation between the college students’ English learning motivation and their levels of self-regulated learning during the COVID-19 pandemic and the main factors forming this correlation.This study employs both questionnaire surveys and interviews to explore the relationship between students’ learning motivation and self-regulation during the COVID-19 pandemic when English courses are carried on through synchronous computer-based communication(SCMC)to provide insights for students to improve their autonomous learning ability and language learning outcomes.The study surveyed204 students from a university in Shanghai who have participated in remote webcast lecturing during the epidemic.A total of 186 valid questionnaires were collected,and6 students were interviewed to obtain both quantitative and qualitative data.The results reveal that Chinese college students showed a relatively high level of motivation and a high level of self-regulated learning ability in the online lessons during the epidemic;there is a positive correlation between students’ learning motivation and self-regulated learning.To be more specific,the learner’s online language learning experience and the expectations of others have a strong predictive effect on the multiple dimensions of self-regulated learning;the learner’s instrumental motivation has a direct impact on the level of time management and help-seeking in their autonomous learning.Besides,the interview data provide supplementary explanations for the students’ opinions towards their motivation and self-regulation during SCMC English learning.The data shows that factors such as reduced anxiety,increased classroom interaction,and higher level of learning autonomy in the English learning process of SCMC courses help improve their language learning experience,which in turn promotes learners’ self-regulated learning ability.According to the results of this research,English learners’ motivation in remote live English learning is closely related to their self-regulated learning.This finding enriches empirical research in this field in the context of distance learning in China and provides inspiration for subsequent related research.Furthermore,the research findings also provide references for teaching practice.Teachers can help students develop autonomous learning ability by focusing on improving students’ online learning experience and adjusting teaching expectations,thereby promoting students’ learning outcomes in distance learning.