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Abstract Based on the self-determination theory (SDT), this study investigated, through a question‐ naire survey of 693 non-English major undergraduates, extrinsic motivation for online English learning and their engagement in online English learning. The potential predictive effect of ex‐ trinsic motivation on online English learning engagement was further examined. The following results were recorded. (1) Undergraduates had good extrinsic motivation for online English learn‐ ing. The usage frequencies of four motivational regulations, namely external regulation, introject‐ ed regulation, identified regulation and integrated regulation, were on the rise, respectively. The identified regulation and integrated regulation with high autonomy were the major regulation forms. (2) Undergraduates were at a moderate level of online English learning engagement, yet their online emotional engagement and online social engagement needed to be enhanced. (3) A significantly positive correlation was identified between the four dimensions of extrinsic motivation and online English learning engagement. The four dimensions of extrinsic motivation were found to positively predict online English learning engagement and the introjected regulation with a low degree of autonomy had the strongest predictive power. The findings can generate pedagogical implications for online college English instruction and provide insights for the theoretical development of contemporary view of situated motivation.
Key words: extrinsic motivation; online learning engagement; self-determination theory; online college English instruction
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