Abstract
This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students reported a favorable view of online learning environments and subjective learning outcomes. Behavioral engagement was positively related to involvement. Emotional engagement was positively related to student cohesiveness and negatively related to teacher support. Satisfaction was not related to any of the learning environment factors. Self-efficacy mediated the effect of student cohesiveness and student involvement on behavioral engagement, emotional engagement, and satisfaction. These results of the study have implications for creating a sustainable online learning environment and promoting EFL learners’ sustainable development.
Highlights
The COVID-19 outbreak has caused a transformation of learning environments from conventional face-to-face instruction into forced online learning [1,2,3], which has greatly challenged the teaching and learning practices in higher education [4]
In the field of English-as-a-Foreign-Language (EFL) learning, which requires learners’ active participation and interaction [5], EFL learners were provided with more flexible access to learning resources and self-paced learning opportunities in online learning environments, they were found to have fewer opportunities to contact their teachers and interact in the target language than they did in conventional face-to-face instruction, leading to problematic language learning performance [6]
Perceptions of online learning environments, the findings of this study contribute to our knowledge of the sustainable online learning development of other language learners in the course of eLearning 4.0
Summary
The COVID-19 outbreak has caused a transformation of learning environments from conventional face-to-face instruction into forced online learning [1,2,3], which has greatly challenged the teaching and learning practices in higher education [4]. In the field of English-as-a-Foreign-Language (EFL) learning, which requires learners’ active participation and interaction [5], EFL learners were provided with more flexible access to learning resources and self-paced learning opportunities in online learning environments, they were found to have fewer opportunities to contact their teachers and interact in the target language than they did in conventional face-to-face instruction, leading to problematic language learning performance [6]. Considering the various challenges that online learning has presented to language learners, sustainable and effective online language learning requires language teachers to promote a favorable language learning environment that is interactive, supportive, and attractive in order to motivate and engage language learners [1,9,10].
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call