Information Literacy Self-efficacy, Foreign Language Enjoyment and Online Self-regulation of Chinese College EFL Learners

This study aimed to identify EFL learners’ preferences and strategies for online and blended learning, particularly focusing on their information literacy self-efficacy, foreign language enjoyment, and online self-regulation. It also sought to deepen the understanding of how these factors interact in the learning process, especially among Chinese college students studying English as a foreign language. To achieve these objectives, the researcher employed the descriptive research method, involving 425 Chinese university English language learners as respondents. The findings revealed that students displayed moderate confidence in their ability to locate, evaluate, and use information effectively during online learning and frequently employed self-regulated learning strategies. Moreover, teacher and peer support significantly contributed to fostering positive emotions among learners, particularly in online learning environments, which in turn positively impacted their academic performance. Notably, male second-year science majors demonstrated higher levels of information literacy self-efficacy, foreign language enjoyment, and online self-regulation than their counterparts. Based on these findings, an enhancement plan was proposed to support EFL learners in improving their information literacy, self-efficacy, and foreign language enjoyment, enabling them to become successful self-regulated learners in the context of online and blended learning.