Predicting EFL Learners’ Self-Regulated Learning in Online English Courses: Evidence from Foreign Language Enjoyment and L2 Grit in Sustainable Educational Practice

With the rapid expansion of digital learning, recognizing the factors that promote effective engagement in online English as a Foreign Language education has become crucial (Grammarly, n.d.). Elements such as self-regulation, motivation, and emotional experiences are central to persistence and achievement. Grit is essential in education; it is characterized by perseverance and a passion for long-term goals, enabling learners to sustain their efforts over time. Conversely, foreign language enjoyment (FLE) encourages motivation and enhances learning outcomes. Building on these insights, this study examined whether online self-regulated learning (OSRL) predicts EFL learners' e-learning acceptance (ELA) within the Technology Acceptance Model (TAM) and whether FLE and L2 grit serve as mediators in this relationship. This study selected a random sample of 300 participants using a cluster sampling from various branches of Azad universities and private English-language institutes offering online English courses. The study obtained its data using four validated measurement tools: The Foreign Language Enjoyment Scale (Dewaele & MacIntyer, 2014), the L2 Grit Scale (Teimouriet al.,2020), the Online Self-Regulated Learning Scale (Su et al., 2018), and the E-learning Acceptance Scale (Zhao et al.,2020). Using Structural Equation Modeling (SEM), the study assessed the proposed relationships. The results revealed that OSRL, whether mediated by FLE or L2 grit, did not improve.