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Self-efficacy perceptions toward Online Learning of English Language Learners

Ivana Marková

International Journal of Home Economics2020article
ABDC C
Weight
0.26

What the paper says

Purpose: This research explores associated self-efficacy perceptions via a focus on undergraduate students enrolled in online courses. More specifically, the purpose of this comparison analysis was to explore differences in self-efficacy perceptions and its determinants (previous experience, online anxiety, social interaction, mastery perceptions, and instructor feedback) of ELL and non-ELL students. Design/Methodology: Quantitative research method was utilized with a sample of 206 undergraduate students. Findings: Results indicated that ELL students were found to have significantly lower self-efficacy levels when taking online courses and would not enroll in as many online courses as their non-ELL counterparts. Self-efficacy was also found to have a significant direct relationship with their successful previous experience in taking online courses and indirect relationship with having anxiety toward online learning Practical implications: Education is about communication, and online learning lacks the interaction between student and her teacher. Communication works the best when it is face-to-face. Online learning creates anxiety in second language learners. Social implications: Higher education should be accessible to students with a variety of cultural and language backgrounds. Certain teaching methodologies are not suitable for persons whose English is a second language. There are many shortcomings of online education, because second language learners rely a great deal on non-verbal communication. When teachers see students face-to-face, they can gauge their understanding and explain the material differently if needed.

Cite this paper

@article{ivana2020,
  title        = {{Self-efficacy perceptions toward Online Learning of English Language Learners}},
  author       = {Ivana Marková},
  journal      = {International Journal of Home Economics},
  year         = {2020},
}

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Self-efficacy perceptions toward Online Learning of English Language Learners

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Evidence weight

0.26

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.00 × 0.4 = 0.00
M · momentum0.20 × 0.15 = 0.03
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.