Abstract

This study sought to examine the relationships among self-regulation, motivation, anxiety towards assessment and online English environment through a structural equation modeling. A non-experimental study with a quantitative ex post facto, cross-sectional and explanatory approach was em-ployed, based on a sample of 542 university students. A positive covariance between self-regulation (SR) and classroom environment (CE), was found. SR positively exerts a positive effect on online English learning motivation (OELM). It was also found that CE positively influences on OELM. In addition, results showed that OELM negatively impacts on online anxiety tests. Empirical data constitute a starting point to understand the way these variables interact each other in an online English learning context. © 2024, Universidade Federal de Minas Gerais, Faculdade de Letras. All rights reserved.