Unveiling the effect of self-regulated learning strategies on learning engagement among Chinese EFL learners in the online learning environment

Abstract

The significant roles of self-regulated learning (SRL) in enhancing learning engagement have been extensively explored in previous research. However, the impact of SRL on learning engagement within technology-based online English learning environments remains underexplored. Therefore, the present study aimed to examine the effects of SRL on learning engagement, following the validation of measurement tools for online SRL and English learning engagement. This research focused on EFL learners across diverse age and gender groups within technology-mediated learning environments. In this regard, a SRL questionnaire and a learning engagement questionnaire, specifically designed for technology-based online English learning, were administered to 328 EFL learners. The results provided robust validation for the multidimensional self-report measures of SRL strategies and learning engagement in technology-based online English learning contexts. In addition, the study uncovered fluctuating changes in self-regulated learning strategies and learning engagement across different age groups and genders. Most notably, the findings revealed that a majority of SRL strategies positively influenced all three types of learning engagement. Among these, help-seeking emerged as the most influential factor in enhancing learning engagement, while environment structuring showed no significant impact on any type of engagement in the technology-based online English learning context. These findings offer valuable insights for developing learners’ self-regulation to enhance their engagement in online English learning within technology-driven environments.