The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach

System ◽  
2018 ◽  
Vol 76 ◽  
pp. 144-157 ◽  
Author(s):  
Chunping Zheng ◽  
Jyh-Chong Liang ◽  
Mang Li ◽  
Chin-Chung Tsai
2016 ◽  
Vol 15 ◽  
Author(s):  
Mark Bussin ◽  
Michelle Nicholls ◽  
Ronel Nienaber

Orientation: Reward has links to employee attraction and retention and as such has a role to play in managing talent. However, despite a range of research, there is still lack of clarity on employee preferences relating to reward.Research purpose: The purpose of the research was to recommend and appraise a theoretical model of the relationship between occupational culture dimensions and reward preferences of specific occupational groups in the South African context.Motivation for the study: The motivation for this study was to address the gap that exists with reward preferences and occupational culture with a view to identifying and gaining insight into individual preferences.Research design, approach and method: A structural equation modelling approach was adopted in exploring the proposed relationships. A South African Information, Communication, and Technology (ICT) organisation served as the population, and a web-based survey assisted in gathering study data (n = 1362).Main findings: The findings provided support for the relationship between occupational culture dimensions and certain reward preferences. In particular, statistically significant results were obtained with the inclusion of the Environment, Team, and Time occupational culture dimensions as independent variables.Practical implications and value-add: The study provides workable input to organisations and reward professionals in the design of their reward strategies and programmes.Keywords: compensation; employee preferences; occupational culture; remuneration; reward preferences


Author(s):  
Jing Tao ◽  
Chunping Zheng ◽  
Zhihong Lu ◽  
Jyh-Chong Liang ◽  
Chin-Chung Tsai

This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered the process of learning English as understanding and seeing in a new way or being test-oriented. Another two groups consisted of students with high commitment to or low engagement in learning English. The results of ANOVA analysis and Scheffé’s test revealed significant differences among the profiled participants in four groups. Students who considered learning English as understanding and seeing in a new way tended to have the strongest online self-regulatory competence. However, students who were test-oriented reported poorly in all aspects of online self-regulation. Our findings echoed previous studies on the relationship between conceptions of learning English and online self-regulation, particularly the negative association between learners’ test-oriented conceptions of learning English and their online self-regulation. This research enables us to better understand English language learners in China, particularly in the era of information technology.


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