Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation

Xiaoqi Wang, Lianghong Hui (), Xin Jiang and Yuhan Chen
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Xiaoqi Wang: Foreign Studies College, Northeastern University, Shenyang 110819, China
Lianghong Hui: School of Foreign Studies, Northeastern University at Qinhuangdao, Qinhuangdao 066004, China
Xin Jiang: Center for Teaching and Learning Development, Hebei Normal University of Science & Technology, Qinhuangdao 066104, China
Yuhan Chen: School of Foreign Studies, Northeastern University at Qinhuangdao, Qinhuangdao 066004, China

Sustainability, 2022, vol. 14, issue 23, 1-21

Abstract: Because of the recent pandemic, students have needed to become skilled, adaptable, self-regulating, and flexible toward online learning. However, few researchers considered digital nativity (DN) when studying self-regulation and learning engagement. This study explored how Chinese digital natives regulated themselves in English learning. A total of 408 college English students volunteered, and partial least squares structural equation modeling (PLS–SEM) was used to process the questionnaire’s tested four hypotheses. The results showed that: (1) DN is related to online self-regulated English learning (OSEL); (2) OSEL is related to online student engagement (OSE); (3) DN is not related to OSE; and (4) OSEL is the mediator between DN and OSE. As such, the current findings should encourage e-learning designers and educators to equip students with both computer literacy and self-regulated competence for sustainable English learning development.

Keywords: English learning; digital nativity; online self-regulated learning; online student engagement (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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