Online Foreign Language Learning Research Articles

Explaining the penetrating role of technology in online foreign language learning achievement

AbstractThis study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context

Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.

Teacher support, academic engagement and learning anxiety in online foreign language learning

AbstractPrevious studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions. Practitioner notesWhat is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class. Students will be more engaged in learning when they perceive support from their teachers. Teacher support was an influential external predictor of students' mood swings. What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement. Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning. This paper further corroborates the relationship among the presences in the CoI framework. Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes. Teachers need to ensure continued intellectual support and provide more emotional support for learners. Teachers are recommended to deliver feedback that aligns with students' emotional state.

A Study on Online Foreign Language Learning Satisfaction of Chinese College Students in Post-epidemic Period

Online learning has become an important mode of foreign language learning in the post-epidemic period. Online learning satisfaction is a direct embodiment of the quality and effect of online learning of college students, and it is also an important indicator to evaluate the effectiveness of online learning of college students. In this paper, a questionnaire survey was conducted on the online foreign language learning of 420 college students in Hubei Province by random sampling. It is found that college students’ satisfaction with online foreign language learning was generally high, and there is no significant difference between males and females in terms of satisfaction. Sophomores’ online satisfaction is significantly higher than junior students, and there is no significant difference among other grades. Satisfaction is weakly correlated with students’ performance.

Online foreign language learning at the tertiary level: Lessons from the COVID-19 pandemic

The onset of the COVID-19 pandemic caused a recourse to online teaching in many parts of the world, and for several disciplines, including foreign language learning. Although quite an amount of research has been conducted on Online Foreign Language Learning (OFLL), issues relating to OFLL in philology programs have received relatively little attention. Furthermore, differences in students’ experiences according to the foreign language of study remain under-researched. The current paper addresses this gap using both quantitative and qualitative methods. A survey was conducted among one thousand, one hundred and five [1,105] (former) students of an African university. The researchers examined the new methods applied in the teaching of Arabic, Chinese, French, Kiswahili, Russian, and Spanish as foreign languages at the research setting during the COVID-19 pandemic. The study investigated the challenges encountered by participants, participants’ perceptions of OFLL, and its impact on their performance. The findings showed that challenges encountered by participants included issues such as inadequate physical interaction in the foreign language and problems with internet connectivity. However, the findings also suggest that OFLL has certain advantages such as the reduction of anxiety and the increase of foreign language enjoyment among learners. These findings suggest that OFLL has some benefits which foreign language institutions should make good use of even beyond times of crisis. Measures to achieve this include the usage of efficient online learning management software and the provision of digital training programs for students and teachers.

Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction

AbstractThe importance of “willingness to communicate” (WTC) in foreign language learning has been widely discussed. However, the current research on WTC mainly focuses on traditional classrooms, and there is insufficient attention to WTC in L3 online learning. This study explored the psychological process among motivation, WTC, foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and perceived positive language interaction (PPLI). Based on data collected from 492 college students who were taking the online L3 course, results showed that: (1) L3 learners were somewhat willing to use L3 for communicating in online classes; (2) motivation was positively related to WTC; (3) FLE and FLCA mediated the relationship between motivation and WTC differently; (4) PPLI had moderating effects on both the relationship between FLE and WTC and between FLCA and WTC. Implications of online foreign language learning were discussed.

A glimpse of the “new normal” in online language learning and teaching

The Covid-19 pandemic has significantly promoted online foreign language learning and teaching, given in the situation of the widespread lockdowns globally. Most of Southeast Asian countries took harsher approach to the pandemic. In the context of the Philippines, where in-person school operations were prohibited for a continuous period of 20 months, the impact of these restrictions has been unmistakable. This study aims to explore and highlight the experiences of online language learners and teachers during the Covid-19 pandemic. Research in this area remains limited due to the recent conclusion of the pandemic. In the present study, eight foreign language teachers participated in the focus groups, and eight language learners took part in one-on-one interviews. Through thematic analysis, the findings of this study unveiled a notable trend, which are that learners exhibited a strong preference for online classes, while teachers expressed an equitable preference for both online and face-to-face instruction. This divergence in preferences signifies a dynamic shift in the landscape of language education. The study therefore concludes that the "new normal" of language learning and teaching has indeed materialized during the pandemic, as evidenced by the transformative shift towards online modes of instruction.

Exploring the Relationship of Social Support with Expectancy and Value in Online Foreign Language Learning

Exploring the Relationship of Social Support with Expectancy and Value in Online Foreign Language Learning

The predictors of L2 grit and their complex interactions in online foreign language learning: motivation, self-directed learning, autonomy, curiosity, and language mindsets

Learning a foreign language is a long-term process requiring persistence and a willingness to engage in activities that will help develop communicative competence. An important role on the way to achieving linguistic proficiency is played by L2 grit. However, foreign language learners differ in the intensity of this trait. We identify the most important predictors of L2 grit in the online language learning context. Basing on a literature review, we first identify possible predictors in the generic process of L2 learning, including language mindsets as well as two general psychological dispositions: a sense of autonomy and curiosity, and subsequently one predictor specifically related to the virtual learning context, i.e., readiness for online learning. A multiple linear regression model built using questionnaire data collected from 615 learners from 69 countries enrolled in language courses taught in a remote or hybrid mode reveals that L2 grit is most determined by two dimensions of readiness for online learning, and to a lesser extent by learners’ autonomy and curiosity, and significantly and positively correlates with these factors. The regression model explains 48% of variance in the dependent variable. A subsequent psychological network analysis, one of the first applications of this method in the field of SLA, permitted estimating the relative importance of these factors in the complex network of associations, indicating equally strong direct connections between L2 grit and both dimensions of readiness for online learning, and a much weaker edge linking L2 grit with autonomy. The findings have practical implications for language teachers in remote and hybrid settings.

The Influence of Online Format on Forming Soft Skills in Foreign Language Teaching

The purpose of this research is to identify opportunities to develop soft skills, which are essential for graduates’ future professional activities, in online foreign language learning. The study focuses on distance learning, which has become a reality in university education due to the pandemic and the increased availability of higher education to those who cannot attend in-person classes (because of the distance, health problems, etc). Specifically, the research aims to demonstrate which soft skills, prioritized by employers, can and must be developed in distance foreign language learning, the preferred typology of exercises for this task, the specifics of teachers’ work in this format, and how to mobilize active attention in distance education. The study uses survey results collected from teachers and students at Lomonosov Moscow State University, which are analyzed along with relevant theoretical models. The research prioritizes tasks and assignments targeting soft skills such as creativity, learnability, critical thinking, and collaboration, with independent student work gaining more importance. The study concludes that online lessons should emphasize autonomous work performance over primary educational elements, and the results can form the basis for developing foreign language methodology in distance instruction. The research suggests this could be an optional module in a hybrid format that shows promise for higher foreign language education.

Potential pitfalls of online foreign language teaching from the perspective of the university teachers

In the past two years during the COVID-19 pandemic, nearly all universities had to conduct the courses online, including foreign language learning (FLL) classes. Pre-COVID-19 research into the possibilities of digital FLL seemed very optimistic and promising; however, when real life brought the challenges of online classes, the situation was different. This research focuses on the experience of university foreign language teachers from the Czech Republic and Iraq with their online foreign language classes during the past two years. It attempts to analyse their experience and brings together all major issues and concerns they were able to realise. The methodology is qualitative and the number of participants was 42 university teachers from two countries where guided semi-structured interviews were conducted to collect data. The results clearly show that despite the overoptimistic earlier research – the respondents in both countries were very dissatisfied with the way the classes were conducted for various reasons, such as the lack of adequate training, insufficient methodologies for FLL, the lack of motivation in students, dramatically increased screen time of both students and teachers, etc. The most important suggestions call for an adequate methodology for online foreign language learning and necessary professional training so that the instructors are able to keep pace with unprecedentedly fast development in information technology used in various forms of digital learning.

A study on the influence of academic emotion on the effectiveness of online foreign language learning

A study on the influence of academic emotion on the effectiveness of online foreign language learning

Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation

ABSTRACT With a post-pandemic churn gaining steam, foreign language (FL) learning and teaching are becoming increasingly challenging. This study investigated young FL learners’ language mindsets, negative emotions, emotion regulation, and their relations in online FL classes during the Covid-19 pandemic. An altogether 640 young Chinese FL learners aged between 11 and 19 from a snowball sampling were enrolled and surveyed. Three major findings were obtained. First, the participants overall reported a higher growth mindset toward their FL learning and were experiencing a medium magnitude of negative emotions in online FL classes, with the feelings of shame, anxiety, and boredom being strongest, followed by anger and hopelessness. They demonstrated a relatively high level of emotion regulation when learning the FL online. Second, the growth language mindset (significantly) negatively and the fixed language mindset significantly and positively predicted the participants’ negative emotions in online classes. Third, a ‘growth language mindset – emotion regulation – emotion’ pattern emerged in the data, with the emotion regulation mediating the predictive effects of the participants’ growth language mindset on negative emotions (boredom and anger) in online FL learning. Pedagogical implications and suggestions for further research were also discussed.

The Problem of Interactive English Language Learning in Distance Mode

The article elaborates on an interactive approach to language learning applied in an online EFL classroom. It presents a new insight into implementing interactive methods to develop students’ communicative competence. In conditions of world integration, the formation of communicative and life skills is indispensable. Eventually, such an approach to English language learning in distance mode is the most accessible way for teacher-learner(s) interaction to acquire general linguistic expertise and upgrade specific language skills.
 The study results show that an interactive approach facilitates live communication in online EFL settings, enhances learners’ motivation and autonomy, and fosters quick decision-making reactions. Modern computer technologies offer boundless opportunities for interactive methods application in the online foreign language learning context. A skillful instructor is called to masterly plan computer-mediated classroom activities, creating space to realize each student’s cognitive and communicative potential fully. Students learn to debate, substantiate their viewpoints, brainstorm ideas, do projects, work individually or collaborate in comfortable learning settings.

Students' Perceptions of Online Foreign Language Learning during the Corona Virus

University closure was one of the repercussions of the COVID-19 epidemic. As a consequence, a shift to online education was mandated to concurrently sustain the learning process in the country and maintain public safety. This study aims at examining university students’ perceptions of online FLL by pointing out the factors that would succeed or hinder the online FLL process, and also by assessing the influence of teacher mediation on online FLL. The study followed a mixed-method technique to design and answer the research questions: (a) What are the factors that enable online FLL to succeed at the university level? (b) What are the factors that hinder online FLL at the university level? To what extent does teacher mediation influence the success or failure of online FLL at the university level? Data was collected via two sources (surveys and focus group interviews) in which two hundred twenty-six students from both the department of English Language and Literature and the department of English Language and Translation at two private universities participated in this study. First, the findings revealed three factors that would influence the success or failure of online FLL: student motivation, engagement, and rapport building. Second, the findings also highlighted the influence of teachers’ mediation in online FLL. Finally, the findings of this study offered several implications for the theory "Learning Communities," faculty members, curricula designers, and policymakers.

Preservice EFL teachers’ online learning anxiety

With a prompt rise in the development of technology and with the advent of the internet in the 1990s, walls of classrooms have been demolished by the innovations of the current century. These developments also breathe new life into foreign language education and change the concept of the classroom while casting challenging roles for both learners and instructors, which ends up a new type of education on the stage of online education platforms. This brand-new way of foreign language learning has brought about extra anxiety in learners. In order to find out the reasons for foreign language anxiety, which affects learners’ process of foreign language learning in the online world, a total number of 75 undergraduate foreign language learners (n=75) who are taking online oral communication courses in the English Language Teacher Education Program (the Spring of the academic year 2019-2020) at Ondokuz Mayıs University in Turkey are involved in this research voluntarily. This study aims to investigate what kind of effects online learning has on foreign language learners’ anxiety in the process of online foreign language education, what the challenges are for online foreign language learners, how learners perceive online foreign language education, and what the learners' perceived reasons are for anxiety in an online foreign language learning environment through semi-structured interview forms. Certain significant factors which affect learners’ foreign language learning anxiety in an online world context have been determined. Some certain suggestions are made to alleviate the foreign language anxiety levels of the learners in online foreign language learning contexts.

The Peculiarities of Distance Foreign Language Learning

The paper demonstrates the feasibility of information and communication technologies (ICT) in English as a foreign language (EFL) teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and boost their language proficiency. The findings suggest that using ICT is beneficial for mastering a foreign language in out-of-class settings. Admittedly, there is no perfect or universal blend that may suit all the EFL learning environments. Therefore, it is claimed that blended programs should be created for each academic course regarding students’ wants, needs, and abilities. Furthermore, each higher educational institution needs to have a strategy for designing and implementing a distance EFL learning program that considers instructional, pedagogical, and technological factors.

Investigating Mediational Process in Online Foreign Language Learning

Faced with Covid-19 pandemic, the higher learning institutions across the planet continue to conduct classes for students via online learning. Educators impart knowledge using the latest technology at their disposition. These educators have to ensure that the online classes are engaging will lead to new understanding. Online classes can be stressful for some students and less motivating for others. It is crucial to identify the ideal online learning setting for foreign language learning as it can encourage students to actively participate in class. This quantitative research is conducted to investigate meditational process in online foreign language learning classes. The instrument used is a survey adapted from Arbaugh, Cleveland-Innes, Diaz, Ice, Richardson & Swan (2008). The survey consists of 34 items, is given to 163 bachelor degree students taking French as a third language in a public university in Malaysia.. The data is collected online via the Google Form and it is then analyzed using SPSS. The analysis from the data collected shows that teaching presence has the highest sum of mean, followed by cognitive presence and social presence. For teacher presence, the findings reveal that the instructors communicate the course design and its organization to the students clearly. In addition, the study shows that the instructors facilitate the learning process and give feedback to the students in a timely manner. For cognitive presence, the findings reveal that students could integrate new information to answer questions, use learning activities to construct explanations and use reflections and discussions to understand fundamental concepts in online classes. As for social presence, it is discovered through this study that it has the lowest sum of mean, especially regarding group cohesion. Therefore a future research focusing on how to improve group cohesion would be interesting and beneficial for the betterment of online foreign language learning classes.

AN EXPLORATION OF STUDENTS’ ANXIETY IN ONLINE FOREIGN LANGUAGE LEARNING

Technology use creates new insights to explore thoroughly online foreign language learning. This study aims to examine students’ anxiety in online classes under four research objectives. They are (1) to uncover students’ anxiety levels in online foreign language learning; (2) to investigate the effects of anxiety levels in online learning on students’ English achievement; (3) to reveal factors affecting student’s anxiety; and (4) to investigate students’ strategies to handle their anxiety in online learning. Questionnaires were distributed to 72 students from a public university in South Sumatra, Indonesia. In addition, a semi-structured interview was also administered. The data was described quantitatively and qualitatively. The findings show that most students felt a medium level of anxiety in online learning. The students did not significantly experience unusual levels of anxiety as they were accustomed to technology tools and found no problems with that. A negative correlation between students’ anxiety scale on online learning and their academic achievement was identified. Indirect feedback, minimum teacher-and-student presence, and the absence of eye contact could be the main factors of online learning failure. Peer intimidation and fear of speaking English might also be the sources of students’ anxiety in online learning. Students also stated that there are no specific ways to handle anxiety since it is viewed as an unstable foreign language learning factor, which can be changed based on the learning context. At last, it is expected that the result of the study can raise students’ awareness of how online class can reduce their anxiety.

The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic

The current study focused on English as a Foreign Language (EFL) learners’ immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analyzed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.