Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis

Abstract

The present study aims to address the research gap by investigating the relationships among students’ metacognitive strategies (MS), self-efficacy belief (SEB), language learning motivation (LLM), and perceived progress in online English learning. Utilizing a cross-lagged analysis approach, the study analyzed survey data collected twice from a sample of 627 university students in China. The findings provide new insights into the changes in learners’ metacognition, motivation, and self-efficacy belief over time. The findings suggested that there is a reciprocal relationship between SEB and MS, indicating that they influence each other. MS predicts LLM and perceived progress in online English learning, suggesting that metacognitive strategies have a causal effect on motivation and learning outcomes. LLM predicts SEB and perceived progress in English learning, indicating that motivation plays a causal role in shaping self-efficacy belief and learning outcomes. Perceived progress in English learning is influenced by other variables but does not act as a cause among the factors examined in this study. These findings highlight the potential to enhance online English learning by fostering learners’ awareness of metacognition, self-efficacy belief, and motivation.

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