Exploring Factors Affecting Online Self-Regulated English Learning

Abstract

This study aims at examining POLE and ATLE factors affecting the OSEL as well as the relationship between POLE factors and OSEL factors and the relationship between ATLE factors and OSEL factors. Using the data collected from three questionnaires, this study conducted a correlation analysis and regression analysis in order to investigate the relationships and the OSEL-affecting factors. The findings were: first, “acquiring a new perspective,” “applying,” and “drilling and practicing” among POLE factors, and “intrinsic motivation” among ATLE factors revealed positive relationships with all of the OSEL factors; second, “applying” among POLE factors and “intrinsic motivation” among ATLE factors acted as predictable factors of three to five OSEL factors, and “learning strategies” among ATLE factors served as a predicator of two OSEL factors. Based on the findings, pedagogical importance and implications of the current research and the roles of language instructors in an EFL learning setting were discussed.