{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,26]],"date-time":"2025-12-26T22:24:31Z","timestamp":1766787871750},"reference-count":0,"publisher":"IGI Global","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,7,1]]},"abstract":"<p>Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.<\/p>","DOI":"10.4018\/ijdet.2015070105","type":"journal-article","created":{"date-parts":[[2015,5,8]],"date-time":"2015-05-08T16:09:13Z","timestamp":1431101353000},"page":"61-73","source":"Crossref","is-referenced-by-count":15,"title":["Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers"],"prefix":"10.4018","volume":"13","author":[{"given":"Liang-Yi","family":"Chung","sequence":"first","affiliation":[{"name":"Chihlee Institute of Technology, New Taipei City, Taiwan"}]}],"member":"2432","container-title":["International Journal of Distance Education Technologies"],"original-title":[],"language":"ng","link":[{"URL":"https:\/\/www.igi-global.com\/viewtitle.aspx?TitleId=128416","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,6,1]],"date-time":"2022-06-01T17:49:29Z","timestamp":1654105769000},"score":1,"resource":{"primary":{"URL":"https:\/\/services.igi-global.com\/resolvedoi\/resolve.aspx?doi=10.4018\/IJDET.2015070105"}},"subtitle":[""],"short-title":[],"issued":{"date-parts":[[2015,7,1]]},"references-count":0,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2015,7]]}},"URL":"https:\/\/doi.org\/10.4018\/ijdet.2015070105","relation":{},"ISSN":["1539-3100","1539-3119"],"issn-type":[{"value":"1539-3100","type":"print"},{"value":"1539-3119","type":"electronic"}],"subject":[],"published":{"date-parts":[[2015,7,1]]}}}