Asian Journal of Education and Social Studies

English has become a global lingua franca, making proficiency essential for non-native speakers, particularly ESL learners. In the Philippines, despite a strong emphasis on English education, many students remain dissatisfied with speaking classes due to traditional methods that limit authentic language use. Grounded in metacognitive theory, this study examines how online English use during leisure time mediates the relationship between English learning and ESL learners’ satisfaction with speaking classes. Metacognition allows students to engage strategically with digital environments, fostering autonomous language development. Data were gathered from Grade 12 students at School 304366 in the Philippines using a face-to-face adapted survey questionnaire. Findings revealed significant positive correlations between English learning, online English use, and speaking class satisfaction. Mediation analysis showed that online English engagement partially mediated the link between English learning and speaking class satisfaction, accounting for 21.1% of the total effect. Path analysis further highlighted direct and indirect effects of online interaction. The study concludes that incorporating metacognitive strategies into practical learning contexts enhances ESL learners’ speaking class satisfaction, underscoring the benefits of incidental learning. These findings support improving education quality and promoting lifelong learning, aligning with the United Nations Sustainable Development Goal 4: Quality Education.