Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic
The COVID-19 pandemic has caused major changes in pedagogical practices worldwide. As COVID-19 cases increased, universities had to move their teaching online, requiring both instructors and students to engage through online learning platforms. This study explored the effects of students’ online lea...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/1/93 |
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| author | Sarah W. S. Ip Wai-Ming To |
| author_facet | Sarah W. S. Ip Wai-Ming To |
| author_sort | Sarah W. S. Ip |
| collection | DOAJ |
| description | The COVID-19 pandemic has caused major changes in pedagogical practices worldwide. As COVID-19 cases increased, universities had to move their teaching online, requiring both instructors and students to engage through online learning platforms. This study explored the effects of students’ online learning readiness and online self-regulated English learning on their satisfaction with the online English learning experience. Additionally, it investigated whether and how online learning readiness and online self-regulated English learning influenced students’ perceived English self-efficacy which could in turn influence their satisfaction with the online English learning experience. Data were collected from 163 university students in Macau, China. The results of partial least squares structural equation modeling showed that students’ online learning readiness significantly influenced their satisfaction with the online English learning experience directly and indirectly through online self-regulated English learning. Furthermore, online learning readiness affected students’ perceived English self-efficacy. However, online self-regulated English learning did not significantly impact students’ perceived English self-efficacy, and there was no significant link between students’ perceived English self-efficacy and their satisfaction with the online English learning experience. The implications of this study are given. |
| format | Article |
| id | doaj-art-3aca28dff90c48929e5c7844152217d7 |
| institution | Kabale University |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-3aca28dff90c48929e5c7844152217d72025-01-24T13:22:53ZengMDPI AGBehavioral Sciences2076-328X2025-01-011519310.3390/bs15010093Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 PandemicSarah W. S. Ip0Wai-Ming To1Faculty of Business, Macao Polytechnic University, Macao SAR, ChinaFaculty of Business, Macao Polytechnic University, Macao SAR, ChinaThe COVID-19 pandemic has caused major changes in pedagogical practices worldwide. As COVID-19 cases increased, universities had to move their teaching online, requiring both instructors and students to engage through online learning platforms. This study explored the effects of students’ online learning readiness and online self-regulated English learning on their satisfaction with the online English learning experience. Additionally, it investigated whether and how online learning readiness and online self-regulated English learning influenced students’ perceived English self-efficacy which could in turn influence their satisfaction with the online English learning experience. Data were collected from 163 university students in Macau, China. The results of partial least squares structural equation modeling showed that students’ online learning readiness significantly influenced their satisfaction with the online English learning experience directly and indirectly through online self-regulated English learning. Furthermore, online learning readiness affected students’ perceived English self-efficacy. However, online self-regulated English learning did not significantly impact students’ perceived English self-efficacy, and there was no significant link between students’ perceived English self-efficacy and their satisfaction with the online English learning experience. The implications of this study are given.https://www.mdpi.com/2076-328X/15/1/93online learning readinessonline self-regulated English learningsatisfaction with the online English learning experienceperceived English self-efficacyChinese |
| spellingShingle | Sarah W. S. Ip Wai-Ming To 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 online learning readiness online self-regulated English learning satisfaction with the online English learning experience perceived English self-efficacy Chinese |
| title | Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic |
| title_full | Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic |
| title_fullStr | Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic |
| title_full_unstemmed | Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic |
| title_short | Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic |
| title_sort | effects of online learning readiness and online self regulated english learning on satisfaction with online english learning experience during the covid 19 pandemic |
| topic | online learning readiness online self-regulated English learning satisfaction with the online English learning experience perceived English self-efficacy Chinese |
| url | https://www.mdpi.com/2076-328X/15/1/93 |
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