Investigating the Relationship Between E‐Learning and Academic Performance Among Chinese English Foreign Language Students: The Mediating Roles of Academic Self‐Efficacy and Academic Motivation

This study examined the interrelationships between e‐learning, academic self‐efficacy (ASE), academic motivation (AM) and academic performance (AP) among English language learners as foreign language (EFL) students in 2024. Despite the growing use of e‐learning in educational settings, there is a limited understanding of its relationships with these variables, particularly in EFL (English as a Foreign Language) contexts. Data were collected from 462 undergraduate and master's students at Hunan University using self‐report measures and analysed with SPSS 25.0 and AMOS 24.0. The significance of investigating EFL learners lies in the unique challenges they face in language acquisition, making them a critical group for studying the effects of e‐learning. The study utilised several statistical tests, including the Kolmogorov–Smirnov test for normality, Cronbach's Alpha for reliability, Pearson correlation coefficient for examining relationships between variables, and structural equation modelling (SEM) for testing the conceptual model. The results indicated a significant positive relationship between e‐learning and AP, demonstrating that active engagement in e‐learning is associated with higher levels of AP in EFL students. Additionally, ASE and AM were identified as mediators, suggesting that higher levels of ASE and AM contribute to higher AP in this population. These findings emphasise the importance of considering the relationship between e‐learning, ASE, AM and AP in language instruction and curriculum design. The implications of the study suggest integrating e‐learning platforms and tools in language instruction to enhance AP outcomes. Future research should consider longitudinal studies and explore the role of additional factors such as student engagement and teacher support in e‐learning contexts. Furthermore, language teachers should foster students' ASE and AM through a positive and supportive learning environment, engaging experiences and activities that promote these factors. By integrating these elements, language teachers can help EFL students develop the necessary skills and motivation for successful language learning.