What is it about?
English plays a vital role in higher education across Asian countries, especially in China. Additionally, online components have been incorporated into English learning activities over the past two decades. This study investigates the impact of students’ online learning readiness on their satisfaction with the online English learning experience, both directly and indirectly, through online self-regulated English learning and their’ perceptions of English self-efficacy. The proposed modal was tested empirically with a sample of 163 university students in Macao, China.
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Why is it important?
The results indicate that students’ online learning readiness significantly influences their satisfaction with the online English learning experience directly and also indirectly through online self-regulated English learning. Furthermore, online learning readiness affects students’ perceptions of English self-efficacy. These findings highlight the important mediating role of online self-regulated English learning in the connection between online learning readiness and satisfaction. This presents a valuable opportunity for teachers to improve student satisfaction by fostering online self-regulated learning practices such as goal setting, creating an appropriate learning environment, managing time efficiently, and conducting regular self-assessments of their progress.
Perspectives
Writing this article has been an exciting journal for my co-author and me as we investigated what makes our students satisfied with their online English learning experience. Students who are self-motivated and self-regulated tend to take charge of their own learning, preparing for digital transformation with a strong readiness for online learning, setting goals, and effectively managing their time, i.e., with a good sense of self-regulated learning. This proactive approach leads to greater satisfaction in both their online as well as offline English learning experiences. However, it is equally important for teachers to put in great effort to avoid discouraging less-motivated students. This is a challenge – “how not to demotivate students” - I have been trying to address for over thirty years, yet I still seek effective solutions.
Professor W.M. To
Macao Polytechnic University
Read the Original
This page is a summary of: Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic, Behavioral Sciences, January 2025, MDPI AG,
DOI: 10.3390/bs15010093.
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