Is Motivation Sufficient for Engagement?:

Significance of Metacognition in Japanese EFL University Students' E-learning

Abstract

This study investigated the learning engagement of Japanese university students when using e-learning as out-of-class English assignments, from the perspective of self-regulated learning. Engagement was assessed by e-learning login frequency, study weeks, and study hours. Self-regulated learning aspects were evaluated using the Motivated Strategies for Learning Questionnaire (MSLQ: Pintrich & De Groot, 1990), which measures motivation, cognitive strategies, and metacognition. The analysis revealed a positive correlation between students' login frequency and study weeks with metacognition. However, motivation, which scored the highest in the MSLQ, showed no correlation with engagement. These findings suggest that students' engagement in out-of-class e-learning may be more influenced by metacognition than motivation. Future research should focus on elucidating the specific metacognitive knowledge and metacognitive activities that enhance engagement.