JOURNAL ARTICLE

Examining the influence of teachers' online teaching preparation on Chinese adult language learners: Testing the mediation of learner control and learning motivation.

  • Published In: Journal of Adult & Continuing Education, 2026, v. 32, n. 1. P. 34 1 of 3

  • Database: Education Source Ultimate 2 of 3

  • Authored By: Ding, Yuting; Liu, Chengjingyan; Tu, Chia Ching 3 of 3

Abstract

This study investigates how Chinese adult language learners' perceptions of teachers' online teaching preparedness affect their learning outcomes, with self-control and learning motivation serving as mediating factors. Using a survey of 207 adults enrolled in online foreign language courses, the research applied Woodworth's stimulus–organism–response (SOR) theory alongside self-regulated learning and self-determination theories to model these relationships. Results indicate that higher perceived teacher preparedness positively influences learning effect both directly and indirectly through enhanced learner self-control and motivation. The study recommends improving teacher training for online instruction, assessing learners' self-control and motivation, and tailoring teaching strategies to boost engagement and effectiveness in online language learning.

Additional Information

  • Source:Journal of Adult & Continuing Education. 2026/03, Vol. 32, Issue 1, p34
  • Document Type:Article
  • Subject Area:Language and Linguistics
  • Publication Date:2026
  • ISSN:14779714
  • DOI:10.1177/14779714241310137
  • Accession Number:192230084
  • Copyright Statement:Copyright of Journal of Adult & Continuing Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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