JOURNAL OF BEIJING UNIVERSITY OF POSTS AND TELECOM ›› 2016, Vol. 18 ›› Issue (3): 99-104.

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Distance Education Learners’ Metacognition and Self-efficacy in #br# Foreign Language Learning

  

  1. School of Foreign Languages, Shandong University, Jinan 250100, China;School of Foreign Languages,
    Zaozhuang University, Zaozhuang 277160, China
  • Received:2016-01-14 Online:2016-06-30

Abstract:

 Distance education is characterized by the spatial and temporal separation between teachers and students In order to overcome such separation, distance education teachers and management should know the regularities of distance education learners’ cognition and motivation Based on the correlation and regression analyses, a structural model was established to investigate the effects of distance education learners’ metacognition, self-efficacy on their foreign language achievements The results show the descending influence of distance education learners’ metacognitve regulation, self-efficacy and metacognitive knowledge on their foreign language achievements; metacognitive experience doesn’t directly influence achievements but it does so indirectly via self-efficacy

Key words:  distance education, metacognition, self-efficacy, structural model, foreign language achievement

CLC Number: