Abstract
Online learning's application in the language learning process has become an important topic as the COVID-19 crisis has restricted in-person classes. This study investigates student satisfaction in an online language learning course at a higher educational institution in Vietnam. The study tested the influence of learner-learner, learner-content, and learner-instructor interactions; internet self-efficacy; and self-regulation on student course satisfaction. The effects of student background variables were also explored. Linear regression analysis was conducted to determine the contribution of predictor variables to student satisfaction. The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; however, internet self-efficacy was not a good predictor. Additionally, there were no differences in effects of gender and prior online language learning experience on student course satisfaction.
Highlights
Online learning continues to grow in popularity
The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; internet self-efficacy was not a good predictor
There have been a number of studies on student satisfaction and engagement in online learning which are defined as the level of pleasure in participating in and fulfilling the learning experience in an online learning program (Dziuban, Moskal, Johnson, & Evans, 2017; Parsad & Lewis, 2008)
Summary
Online learning continues to grow in popularity. the effectiveness of online learning has been questioned, especially by educational institutions where there are inadequate organizational capacities to accommodate online learning and the use of educational technologies. Studies on English foreign language (EFL) learners’ and instructors’ attitudes toward CALL revealed an association between its use and user satisfaction (Hsu, 2017; Yükselir, 2016). This was mainly due to positive perceptions on language improvement and usability. TOPICA, an educational technology group, is delivering the TOPICA NATIVE platform for speaking practice through augmented reality (https:// topicanative.edu.vn/) It applies practice-interaction-assessment-lecture-evaluation (PIALE) as an underlying methodology to support individual learners in their online speaking practice. This empirical study aims to investigate student satisfaction in an online language learning course. It aims to examine the relationship among three types of interaction (learner-content, learner-learner, and learner-instructor), Internet self-efficacy and self-regulation, and whether gender and prior online language learning experience affect student satisfaction with the course
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