Self-regulated learning (SRL) is crucial to online language learning. Previous studies have shown that learners’ self-efficacy, task value, and SRL strategies improve SRL in online language learning contexts. However, how self-efficacy and task value affect different types of online SRL strategies is understudied. This study investigated the determinants of different types of online SRL strategies in online language learning courses to determine whether task value mediated self-efficacy and online SRL strategies. A total of 425 international university students who studied online Chinese language courses were recruited to complete self-report questionnaires measuring self-efficacy, task value and four types of online SRL strategies. Structural equation modelling showed that self-efficacy had significantly direct and positive effects on two types of strategies, including management of time and effort and complex cognitive strategies. Self-efficacy indirectly predicted simple cognitive strategies and contact with others through the full mediation of task value in online learning contexts. Task value had direct and positive effects on all four types of online SRL strategies. The pedagogical implications for improving online Chinese language education were also discussed.
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