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Background: Since the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context. Objectives: This study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses. Methods: 311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context. Results and Conclusions: The results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. Implications: Based on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19. Lay Description: What is currently known about this topic: Motivation and self‐regulation greatly affect learners' performance in online English learning.There is a correlation between L2 learners' motivation and self‐regulation.Preparedness and satisfaction are related to learners' learning anxiety and motivation and directly affect learners' online learning achievement. What this paper adds: Satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation.Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation.With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. What are the implications of our topic for practitioners?: Learners and teachers must highlight the importance of satisfaction and preparedness in online English courses.Learners and teachers should attach great importance to the instrumentality‐attitude in the CALL context, and teachers can appropriately reduce the difficulty of English learning and design study content according to the needs of different students.Teachers should assist Hong Kong university students in formulating reasonable and feasible short‐term and long‐term learning goals at the beginning of online English courses. [ABSTRACT FROM AUTHOR]

The worldwide concern about the gender gap in information technology and the lack of woman participation in computer science has been attributed to the different cultural influences to which boys and girls are subject. In The University of Hong Kong, girls achieved greater improvements in their computer skills than their male counterparts after completing one year of studies. Recognising their own progress has, in turn, boosted their confidence in using IT. The young women's estimates of their skill levels have doubled over the years from 1998 to 2000. Despite this recorded acceleration at the end of the academic years, girls were less confident of their abilities and possessed lower IT skill levels than boys before starting their university education, as found in surveys of freshmen's computer skills. This study compares the responses of student participants of the HKU/IBM Notebook Computer Programme, which started in 1998, in the self-reported IT skills and attitudes of male and female students, in surveys conducted both at the beginning and again at the end of the freshman year. It also examines the achievement scores of the IT Proficiency Tests and the ‘Foundations to Information Technology’ courses administered for the student IT requirement for graduation. [ABSTRACT FROM AUTHOR]