1 Introduction

The "Guidelines for College English Teaching" (2020 edition) advocates the application of information technology in teaching and encourages universities to build a diverse teaching environment. Wu Chaohui (2019) proposed that undergraduate education should utilize modern information technology and innovate teaching methods. The COVID-19 has promoted the development of online teaching, and business English writing ability is crucial in international business communication. In the post pandemic era, learners' learning behavior, satisfaction, motivation, and strategies have received attention, but research on the quality of online teaching of business English writing and students' learning behavior is still insufficient.

2 Literature Review

Learning satisfaction is a key indicator for measuring students' classroom performance, affecting participation, motivation, learning outcomes, and performance. In online education, learning satisfaction is an important variable for measuring effectiveness and is positively correlated with learning performance. Learning motivation has a significant impact on learning engagement and academic performance. Intrinsic motivation is positively correlated with learning satisfaction, and motivation has a significant impact on learning performance. Learning strategies are important means to improve learning efficiency and academic performance. Positive learning strategies are positively correlated with academic performance, and English writing strategies have a positive predictive effect on students' writing ability. In online learning, college students have a relatively low frequency of using learning strategies. This study aims to explore the relationship between the learning behavior of business English learners and their level of business English writing in the context of online teaching, including the current status of learning satisfaction, learning motivation, and learning strategies, as well as their correlation and explanatory power with their level of business English writing.

3 Research Design

This chapter elaborates on the research design of the relationship between learning behavior and learning performance of Business English learners. The study selected 149 first-year non English major undergraduate students in a business English writing course at a university in Shanghai as the subjects, most of whom were new to business English writing. The course adopts a blended learning mode and is taught and evaluated through multiple online platforms. It lasts for 16 weeks and has 32 class hours. Students are required to complete 7 writing tasks. The research tool is the "Survey on Business English Writing Learning Behavior in Online Teaching Environment", which includes four parts: background information, learning satisfaction, learning motivation, and learning strategy use, using a five level Likert rating scale. The data was collected through the Wenjuanxing platform, and a total of 149 valid questionnaires were collected. Stata17.0 software was used for data analysis.

4 Results and Discussion

Business English learners have a high level of satisfaction with online writing courses, with the highest satisfaction being in the teaching dimension, learning environment, and platform, while the lowest satisfaction is in their own learning dimension. The level of learning motivation is moderate to high, with a high interest in writing but a low sense of writing efficacy, indicating that students lack confidence in completing writing tasks. The application of learning strategies is good, with the highest score for emotional strategies and the lowest score for metacognitive strategies. There is a certain correlation between learning satisfaction, learning motivation, and learning strategies and the level of business English writing, but the correlation between learning motivation and writing level is not high. The learning environment and platform, teaching dimensions, writing effectiveness, and writing environment are important factors that affect the level of business English writing. Learning satisfaction and motivation can significantly predict writing performance, while there is no significant correlation between learning strategies and writing proficiency. The design and user interface of online learning platforms are crucial for learners' experience and satisfaction. A good learning environment and teaching dimension are conducive to improving the level of business English writing.

5 Conclusion

The study revealed the impact of learning satisfaction, motivation, and strategies on learning performance among first-year non English major students in online business English writing courses. It is suggested that online teaching should strengthen teacher-student interaction, enhance teacher literacy, build a good learning environment, utilize online resources and data for personalized teaching, enhance students' learning motivation and strategies, and improve learning initiative.