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Abstract
This study investigates learners’ self-evaluation of self-regulated learning and motivation in Computer-Assisted Language Learning (CALL) from a washback perspective. Data was collected via an online survey, and 530 English for Occupational Purposes (EOP) students at a public university in Vietnam participated. This study employed a quantitative approach and utilized partial least squares structural equation modeling (PLS-SEM) to test the hypotheses and measure the extent to which CALL influences students’ motivation and self-regulated learning. Findings indicate that positive washback has a significant impact on students’ motivation and self-regulated learning. Negative washback has an inverse but statistically insignificant effect on students’ self-regulated learning. These variables accounted for 75.4% of the variance, confirming the washback effects of CALL on students’ self-regulated learning. The study offers pedagogical insights for university administrators and provides a basis for optimizing the implementation of CALL in educational settings.
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