A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.

Abstract

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.