An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter?

Despite the large quantity of research projects about online learning, studies on students’ language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners’ metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners’ self-efficacy belief, language learning motivation, and metacognitive strategies. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40299-023-00727-z.