The Relationship between Perceived Online Teacher Support and Online Self-regulated English Learning of Chinese Undergraduates and Postgraduates

With the rapid development of wireless internet and technology, online English learning is ubiquitous. To maintain university English learning in online environment is of great importance while is not easy for EFL learners. Students are required to master important self-regulated learning (SRL) skills to assist them in using strategies for organization, observation and management. During the online English learning process, students need to take actions for mobilizing their online self-regulated English learning (OSEL). Based on the social cognitive theory, perceived online teacher support (OTS) as one of environmental factors possibly contributes to the development of effective learning behaviors. However, few studies connect OSEL behaviors with OTS. To fill the research gap, this study investigates the relationship between perceived OTS and OSEL. By mainly adopting the quantitative method with the questionnaire data collection approach, 479 Chinese undergraduates and postgraduates was taken as participants to explore the relationship between perceived OTS and OSEL behaviors. The results find that OTS have significant correlations with OSEL. Moreover, OTS exerts significant influences on OSEL behaviors. Specifically, emotional support contributes most. Practical implications are provided on rational advice for teachers to better support Chinese university English learners to foster their self-regulated behaviors within online environments.