Context (archaeology)

Mathematics education

Neuroscience

Biology

Social psychology

Cognition

Language learning strategies

Computer science

Structural equation modeling

Self-efficacy

Paleontology

Test (biology)

Psychology

Academic achievement

Metacognition

Language acquisition

Machine learning

RELC Journal

Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context.

Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach