本研究首先驗證目標導向、後設認知自我調整策略、及外語線上學習滿意度量 表的效度與信度；其次探討外語線上學習者的目標導向、後設認知自我調整策略、 與其線上學習滿意度之關係。有339位（男209位，女130位）選修線上英語的大學生 有效地填完所有量表。結果顯示：（1)目標導向量表、後設認知自我調整策略量 表、及外語線上學習滿意度量表均具有信度和效度；（2)持高精熟目標導向與高表 現目標導向的學習者比其他三組（高精熟-低表現目標，低精熟-高表現目標，低精熟 -低表現目標）學習者使用較多的後設認知自我調整策略並獲得較高的外語線上學習 滿意度；（3)後設認知自我調整策略最能預測外語線上學習滿意度，其次為精熟目 標導向，而表現目標卻對預測外語線上學習滿意度沒有貢獻；（4)精熟目標導向及 後設認知自我調整策略均可部分中介表現目標導向與外語線上學習滿意度之間的關 係。本研究最後討論研究結果在線上外語教學上之意涵，及未來研究的方向。

The present study was intended to validate the Chinese versions of the Goal Orientation Scale (GOS), Metacognitive Self-Regulation Scale (MSRS), and Online Learner Satisfaction Questionnaire (OLSQ), and explore the relationships between goal orientation, metacognitive self-regulation, and EFL online learner satisfaction. A total of 339 (209 males, 130 females) college EFL students taking online English satisfactorily completed all the survey items. The major findings of the present study were as follows: (a) GOS? MSRS, and OLSQ were valid and reliable; (b) learners who were high in both mastery and performance goals used more metacognitive self-regulation strategies and received higher levels of EFL online learner satisfaction than did the other three groups (high-mastery/low-performance; low-mastery/high-performance; low-mastery/low-performance); (c) metacognitive self-regulation was the best predictor of EFL online learner satisfaction, followed by mastery goals, while performance goals did not contribute to EFL online learner satisfaction; and (d) mastery goals and metacognitive self-regulation partially mediated the relationship between performance goals and EFL online learner satisfaction. Instructional implications and suggestions for future research are discussed.