The Impact of Online Learning on the Sustainable Development of Saudi EFL Majors’ Metacognitive and Motivational Regulation: A Self-Determination-Theoretic Perspective

Abstract

By adopting a self-determination-theoretic perspective, this paper examines the impact of online learning on the sustainable development of Saudi English as a Foreign Language (EFL) majors’ metacognitive and motivational regulation. The study focuses on three learning constructs: metacognitive awareness, strategic autonomy, and motivational control. A mixed-methods design is employed by incorporating quantitative data from a validated self-regulated learning questionnaire into qualitative insights from semi-structured interviews with EFL instructors at a Saudi university. There are three findings of the study: First, online learning contributes significantly to students’ metacognitive awareness as a result of planning, monitoring, and reflecting on their activities. Second, online learning improves strategic autonomy through independent strategy choice and adaptation in an interactive digital environment. Third, motivational control is developed due to increased perception of autonomy, task importance, and motivation for learning. The study accentuates the assumption that well-structured online learning environments support sustainable learner regulation and align with educational transformation goals in Saudi higher education.