ABSTRACT
This chapter adds to knowledge pertaining to mainland Chinese university students’ motivational beliefs in self-directed technology use for English learning. Technology-based English learning strategies has thus often been described as being characterised by learners developing learning strategies like goal setting, resource management and help seeking. Task-value beliefs have been found to significantly predict learning achievement in the field of language learning. The Expectancy-Value Theory posits that motivational beliefs contain two main factors: expectancy and value. Confirmatory factor analysis was conducted to examine the construct validity of the Motivational Beliefs in Self-Directed Technology Use for English Learning Scale and Technology-Based English Learning Strategy Scale. Descriptive statistics for motivational beliefs in self-directed technology use for English learning, technology-based English learning strategies and English learning achievement, as well as the correlation matrix for these variables were calculated. Noteworthy is that motivational regulation strategies were the only type of technology-based English learning strategies that significantly predicted English learning achievement in the multiple regression analyses.
