Abstract
This study aimed to investigate how the online course design features influence the relationship between learners’ language learning motivations and self-regulated learning strategies (SRL) in non-formal online learning contexts. Using an in-depth interview method, eleven Chinese university students were recruited for one-on-one synchronous meetings. Thematic analysis with constant comparison was conducted to generate themes and associations. One key result showed that eight online course design features—Multimodal and authentic interactive forms, Instructor traits/approachability, Financial stimulation, Task relevance and difficulty level relating to learning outcomes, individualized video length, Tools to promote effective time management (i.e., Da Ka—daily check in), Tools to prompt co-regulatory contribution from a study partner, and Tools for controlling the learning pace—were identified having stimulated L2 learners’ motivation and facilitate their task strategies. The implications for theory and practice were discussed.
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Zhai, S., Lan, M. (2022). The Role of Online Course Design in Associating Second Language Learners’ Motivation and Self-regulated Learning Strategies in Non-formal Online Learning Contexts. In: Tso, A.W.B., Chan, A.Ck., Chan, W.W.L., Sidorko, P.E., Ma, W.W.K. (eds) Digital Communication and Learning. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-16-8329-9_18
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