Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal orientations and the mediatory role of learning strategies on achievement among 195 Japanese university students on a 24-month computer-mediated English program. The tested model shows a good fit to the data and accounts for 28.5% of the achievement variance. Direct effects are observed between a performance-approach orientation and achievement. Mediation effects are also observed between a performance-approach orientation and achievement via a strategic approach to learning. In contrast, the effect of a mastery orientation on achievement is mediated via a strategic approach to learning. A mediated serial effect is also observed between a mastery orientation and achievement via a deep and strategic approach to learning. The challenges facing teachers and students of computer-mediated learning solutions in English as a foreign language (EFL) education and the importance of providing an informed experience that facilitates, supports and rewards adaptive motivations and approaches to learning are discussed.

由于新型冠状病毒大流行，计算机介导的学习计划最近有所增加。因此，随着计算机介导的学习者面临独特的动机和元认知需求，就为自我调节，学习和成就创造了涵义。当前的研究使用串行调解方法来测试目标定向的影响以及学习策略对19名日本大学生在24个月的计算机介导英语课程中取得成就的中介作用。测试模型显示出与数据的良好契合度，占成就差异的28.5％。在绩效方法取向和成就之间观察到直接影响。通过策略性学习方法，在绩效方法取向和成就之间也可以观察到中介作用。相比之下，掌握定向对成就的影响是通过战略性学习方法来介导的。通过深度和战略性的学习方法，还可以在掌握方向和成就之间观察到介导的系列效应。讨论了教师和学生在英语作为外语（EFL）教育的计算机中介学习解决方案中面临的挑战，以及提供有助于，支持和奖励适应性动机和学习方法的知情经验的重要性。