The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students' Feedback Engagement in English Learning.

Drawing on Wigfield and Eccles's motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed that task value emerged as the only motivational variable that significantly predicted both students' action on teacher feedback and feedback seeking. Intrinsic motivation significantly predicted action on teacher feedback, whereas extrinsic motivation and self-efficacy significantly predicted feedback seeking. Pedagogical implications for endeavors to support students in their engagement with feedback in learning English as a foreign language in China are discussed.

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs.

This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exploratory and confirmatory factor analysis resulted in determination of five flipped English learning readiness factors (i.e., doing previews, in-class communication self-efficacy, positive experience, intentional behaviors, and self-directed learning) with a strong psychometric basis. The composite reliability, average variance extracted, and HTMT ratio of correlations further confirmed the convergent and discriminant validity of the Flipped English Learning Readiness Questionnaire. Structural equation modeling analysis suggested that English learning self-efficacy was a significant predictor of student flipped English learning readiness among students from different year-levels. Autonomy-supportive instructional practices significantly predicted year 2 students' self-directed learning while grammar/translation-oriented learning had a significantly positive influence on year 3 students' positive flipped learning experience and intentional behaviors.

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students' English reading comprehension?

This study explored how reading motivation, self-regulated reading strategies and English vocabulary knowledge influenced students' English reading comprehension simultaneously in one model. A total of 543 students from five universities in Southern China completed a reading motivation questionnaire, a reading strategy questionnaire, two vocabulary knowledge tests, and a reading comprehension test. Multiple regression analysis results showed that reading efficacy and enjoyment, and vocabulary knowledge (i.e., both vocabulary breadth and depth) significantly predicted reading comprehension. When students were grouped into high, average, and low achievers on the reading test, monitoring strategies and vocabulary depth were found to significantly predict reading comprehension for the high achievers.

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

Profiling Chinese EFL students' technology-based self-regulated English learning strategies.

This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study (N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students (N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students' English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies, goal setting and learning evaluation, social strategies, technology-based English song and movie learning, and technology-based vocabulary learning. The TSELSS can be used as an evaluation tool to appraise EFL students' technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students.

Drawing on the argument that students' different learning behaviors, including their perceptions of and engagement with feedback, could have roots in learners' fundamental motivational characteristics, this study examines how different second language learning motivational variables may predict university EFL (English as a foreign language) students' feedback experience and preference. Data were collected from EFL students from three universities in an Asian region (N = 409) through three self-report questionnaires. Results of structural equation modeling (SEM) revealed that different components of the second language learning motivational construct appear to display differential associations with EFL students' feedback experience and preference. In particular, this study brought to light the crucial role of attitudes to classroom English learning and intended learning effort as essential mediating motivational variables in predicting how EFL students conceive of and act on feedback. The findings of this study also provide significant insights into a complex and dynamic view of how student preference for different types of feedback actually works in the feedback process. The authors conclude by arguing that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward stimulating students' active feedback use, and that conditions need to be created to allow for connection of students' preference for learning process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process.

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes.

This study investigated Chinese university students' technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students' English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.