L2 Learners’ Perceptions of Online English Learning in the Post-Corona Era: Focusing on Affective Factors and Language Proficiency

Abstract

This study aimed at identifying the variables linked to the perceptions of L2 online learning that can help instructors create the optimal learning environment to make up for academic losses due to the COVID-19 pandemic. The participants were 67 university students who majored in English education. Data was collected from the Quick Placement Test (QPT), self-assessed language proficiency, perceptions of online L2 learning questionnaires, the Foreign Language Enjoyment (FLE), and the Foreign Language Classroom Anxiety Scale (FLCA). The result indicated that grade effect was found between the learners before and after the coronavirus outbreak in terms of QPT mean scores, implying learning loss partially caused by the pandemic. Learners’ perceptions of online L2 learning had positive correlations with FLE and subjective task value. Last, the perceptions of online L2 learning were predicted by FLE and gender. Pedagogical implications are discussed in the conclusion.