ArticleCurrent psychology (New Brunswick, N.J.)2023
Exploring the effects of online learning on EFL learners' motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran.
Article in Current psychology (New Brunswick, N.J.), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed, 60 citations in OpenAlex.
- Factors influencing Chinese EFL students' online learning anxiety in the post-COVID-19 era.Heliyon · 2024Article
- A comparative study of language learners' ICT attitudes and behavior pre- and post-COVID-19.Scientific reports · 2024Article
- Self-efficacy and resilience as predictors of students' academic motivation in online education.PloS one · 2023Article
- The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence.Frontiers in psychology · 2023Article
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4 authors at 4 institutions in 2 countries.
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Abstract
With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.
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