外語自我效能及後設認知自我調整策略與幼保系學生外語線上學習神馳經驗的關係

The Relationships of EFL Self-Efficacy and Metacognitive Self-Regulation to Online Flow among EFL Childhood Care Students

本研究探討外語自我效能及後設認知自我調整策略與幼保系學生外語線上學習神馳經驗的關係。有169位（男10位，女159位）選修線上英語的大學幼保系學生有效地填完所有量表。研究結果指出：1.具高外語自我效能的幼保系學生比具低外語自我效能的幼保系學生獲得較多的神馳經驗；2.具高後設認知自我調整策略的幼保系學生比具低後設認知自我調整策略的幼保系學生獲得較多的神馳經驗；3.後設認知自我調整策略最能預測幼保系學生的外語線上學習神馳經驗，其次是外語自我效能；4.後設認知自我調整策略可部分中介外語自我效能與神馳經驗之間的關係。因此，線上外語教師應增進幼保系學生的外語自我效能及後設認知自我調整策略，以增加其在外語線上學習時的神馳經驗。

This study was an endeavor to investigate the relationships of EFL self-efficacyand metacognitive self-regulation to online flow experience among EFL childhoodcare students. A total of 169 (10 males, 159 females) college EFL childhood carestudents taking online English satisfactorily completed all the survey items. Theresults were as follows: (1) students with high EFL self-efficacy reported higher flowexperience than the students with low EFL self-efficacy; (2) students with highmetacognitive self-regulation reported higher flow experience than the students withlow metacognitive self-regulation; (3) metacognitive self-regulation was the bestpredictor of EFL childhood care students’ online flow experience, followed by EFLself-efficacy; and (4) metacognitive self-regulation served as a partial mediator of thelink between EFL self-efficacy and flow experience. Hence, EFL web teachers shouldenhance EFL childhood care students’ EFL self-efficacy and metacognitiveself-regulation in order to bring about higher levels of their online flow experience.