Associations between English learners’ motivation, English writing, and continuance intention in e-learning: the roles of perceived usefulness and self-regulated writing strategies

This study investigated the associations between students’ motivational beliefs (i.e., technology self-efficacy and interest) and English writing competence and continuance intention in an e-learning environment, as well as the roles of perceived usefulness and use of self-regulated writing strategies (i.e., planning, text-generating, self-monitoring, and revising) in these associations. The participants (aged 8 to 14, Mean = 10.19, SD = .86) were 463 4th-6th graders in Hong Kong. There were 217 boys (46.9%), 243 girls (52.5%), and 3 unknowns (0.6%). Structural equation modelling revealed that technology self-efficacy was positively associated with perceived usefulness and self-regulated writing strategy use. Importantly, technology self-efficacy influenced English writing competence through self-regulated writing strategy use. While technology self-efficacy, interest, and perceived usefulness were positively related to continuance intention, self-regulated writing strategy use did not demonstrate any significant relation with it. The present study highlights the greater importance of technology self-efficacy over interest on self-regulated writing strategy use and writing competence in an e-learning environment. It also underscores the role of self-regulated strategy use in English writing, as well as the significance of perceived usefulness in relating technology self-efficacy to continuance intention in e-learning.