The effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

• Rui, Yanping ^[1] ; Liu, Tao ^[1]
  1. [1] North University of China

     North University of China

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 40, 2023, págs. 215-233
• Idioma: inglés
• DOI: 10.30827/portalin.vi40.26930
• Títulos paralelos:
  • El efecto del apoyo docente percibido por los alumnos de inglés online sobre la autorregulación mediada por su autoeficiencia
• Enlaces
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• Resumen
  • español

    En el presente estudio, basado en la teoría social cognitiva, se explora la relación entre el apoyo docente percibido por los alumnos de inglés online, la autoeficiencia y la autorregulación en el aprendizaje online. Se realizó un modelo de ecuaciones estructurales (MES), con la estimación Bootstrap utilizando los datos de 220 alumnos de inglés online de una universidad politécnica que participan en el aprendizaje combinado en la plataforma MOOC de las Universidades Chinas. Los resultados mostraron que el apoyo docente percibido por los alumnos de inglés online influenció positivamente su autoeficacia y autorregulación. Además, se descubrió que la autoeficacia de ellos podía mediar la relación entre el apoyo docente percibida y la autorregulación. En general, los resultados describieron con detalle el efecto del apoyo docente percibido por los alumnos de inglés online sobre su autoeficacia y autorregulación, e identificaron empíricamente el efecto mediador de la autoeficacia en la relación entre el apoyo docente percibido y la autorregulación en un entorno de aprendizaje online. Por último, se discutieron las implicaciones pedagógicas para la enseñanza online de los profesores, el aprendizaje online de los alumnos y la plataforma MOOC de las Universidades Chinas, así como las limitaciones del estudio.

  • English

    This study explored the relationships among online English learners’ perceived teacher support, self-efficacy, and self-regulation in online learning based on social cognitive theory. Structural equation modeling (SEM) with bootstrapping estimation was conducted using data from 220 online English learners engaged in blended learning on the Chinese University MOOC platform. The results showed that online English learners’ perceived teacher support positively influenced their self-efficacy and self-regulation. Moreover, self-efficacy was found to mediate the relationship between their perceived teacher support and self-regulation. On the whole, the findings detailed the effect of English learners’ perceived teacher support on their self-efficacy and self-regulation, as well as empirically identifying the mediation effect of self-efficacy in the relationship between perceived teacher support and self-regulation in an online learning environment. Related pedagogical implications for teacher online teaching, students online learning, and the Chinese University MOOC platform, and limitations were discussed.

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