A Comparison of EFL Learners’ Level of Satisfaction in Online Language Classes with Face-to-Face Classes: Challenges and Obstacles
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
مهدی رستمی راوری
1
,
ندا فاتحی راد
2
1 - کارشناس ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
2 - استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
کلید واژه: EFL Context, E-Learning, online learning, Learner' s Satisfaction,
چکیده مقاله :
AbstractThe present study explored EFL learners’ satisfaction with different aspects of the online learning context. Moreover, it tried to investigate learners’ attitude towards the challenges and obstacles of online learning. Also, the possible differences between male and female learners' attitudes towards online learning contexts were assessed. To achieve this end, the researchers adopted survey research as a quantitative method with a sample of 75 intermediate students of both genders. It is worthy to mention that the participants of the study experienced online learning through Google Meet during a term. By the end of the term, the selected EFL learners were provided with two related questionnaires and they were asked to answer the items carefully. The first questionnaire explored EFL learners' satisfaction with online learning environment, and the second one investigated the participants' views on challenges and obstacles of such a context. The data were collected and moved to SPSS software and the outputs were discussed and represented. Based on the findings, the students indicated a high level of satisfaction with online learning. Additionally, the students' negative attitude was observed towards the challenges and obstacles of online contexts. Also, no difference was seen in the males’ and females' attitudes towards online learning contexts.
AbstractThe present study explored EFL learners’ satisfaction with different aspects of the online learning context. Moreover, it tried to investigate learners’ attitude towards the challenges and obstacles of online learning. Also, the possible differences between male and female learners' attitudes towards online learning contexts were assessed. To achieve this end, the researchers adopted survey research as a quantitative method with a sample of 75 intermediate students of both genders. It is worthy to mention that the participants of the study experienced online learning through Google Meet during a term. By the end of the term, the selected EFL learners were provided with two related questionnaires and they were asked to answer the items carefully. The first questionnaire explored EFL learners' satisfaction with online learning environment, and the second one investigated the participants' views on challenges and obstacles of such a context. The data were collected and moved to SPSS software and the outputs were discussed and represented. Based on the findings, the students indicated a high level of satisfaction with online learning. Additionally, the students' negative attitude was observed towards the challenges and obstacles of online contexts. Also, no difference was seen in the males’ and females' attitudes towards online learning contexts.
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