The effects of the learning variables and self-regulated learning strategy affecting academic achievement of a general English online course

This study analyzed the effects of the learning variables and self-regulated learning strategy affecting college learners' achievement in an online general English course. For the study, three learning variables and four self-regulated learning strategies were selected: checking the bulletin board, learning progress, the total number of times students accessed the LMS, cognitive strategy, metacognitive strategy, behavior strategy, and motivational strategy. 106 Korean college students participated in the course. Their data were collected employing the Learning Management System and a self-regulated learning strategy questionnaire. The results were analyzed with the independent T-test and multiple regression analysis. First for the learning variables, checking the bulletin board, the total number of the times students accessed the LMS were closely correlated with their academic achievement. Second, motivational strategy and behavior strategy were closely correlated with their academic achievement. Third, motivational strategy and behavior strategy significantly affected their academic achievement. Fourth, for the high and low groups of motivational strategy and behavior strategy, the data showed a significant mean difference in the variables of checking the bulletin board and the total number of times students accessed the LMS. Some implications and discussions for analyzing learning variables and self-regulated learning strategy affecting academic achievement are illustrated.