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

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 learn- ing 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 motiva- tion mediate the predictive effects of self-efficacy belief on English learning achievement. The find- ings 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.

Tea or tears: online teaching during the COVID-19 pandemic: JET

This report describes two teachers’ challenges and coping strategies while teaching online following the suspension of face-to-face classes due to the COVID-19 pandemic. Findings shed light on proactive and passive agency. This study also provides an understanding of teachers’ ‘tea or tears’ in online teaching.