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چکیده
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The prevalence of online learning during the COVID-19 pandemic has drawn researchers’ attention to investigating the challenges faced by the individuals involved in learning, teaching, and testing English in such a context. This study is an attempt to partially fill the gap in the online learning literature concerning the impact of online self-regulated learning, use of communication strategies, and test anxiety on the Iranian English as a Foreign Language (EFL) learners’ online speaking test performance. To fulfill the aim of the study, 132 pre intermediate and intermediate EFL learners selected through convenience sampling procedure whose actual English proficiency level was confirmed based on the results of an e-Oxford Quick Placement Test (OQPT) took the speaking paper of a sample A2 Key and B1 Preliminary via WhatsApp. Afterwards, they completed the three adopted translated instruments (i.e., e-Online Self-regulated Learning Questionnaire (Barnard et al., 2009), e-Test Anxiety Scale (In’nami, 2006), and e-Oral Communication Strategies Inventory (Nakatani, 2006)). The results indicated the link between online self-regulated learning and use of communication strategies, test anxiety and online self-regulated learning, and test anxiety and EFL learners’ use of communication strategies. The results also revealed the direct impact of online self-regulated learning and use of communication strategies on online learners’ speaking test performance; on the other hand, test anxiety impacted online learners’ speaking test performance indirectly through its negative effect on EFL learners’ online self-regulated learning and use of communication strategies. Furthermore, online self-regulated learning turned out to be the strongest predictor of the online learners’ speaking test performance. Accordingly, EFL instructors are recommended to integrate teaching self-regulatory strategies with communication strategies. Moreover, incorporating the mentioned strategies into EFL syl
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