An Investigation of Student Satisfaction in an Online Language Learning Course

Pham, Thach Ngoc; Nguyen, Giang Hong

doi:10.4018/ijwltt.20210901.oa7

Cited by 15 publications

(14 citation statements)

References 47 publications

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“…As far as the factors that affect students' subjective satisfaction with the use of digital media in their L2 acquisition are concerned, the results of this study clearly highlight that the main positive variables include the importance of FL learning for their future profession, teacher's role, students' self-regulatory learning/ motivation, and perceived academic achievements in acquiring L2, which again confirms the results of Gopal et al (2021), Kerzic et al (2021, or Pham and Nguyen (2021). In fact, all these factors are typical of regular face-to-face FL classes and they are crucial for the successful mastering of any FL.…”

Section: Discussionsupporting

confidence: 85%

“…The findings described above about students' satisfaction with digital media instruction do not differ from students' satisfaction with digital media foreign language (FL) instruction. Pham and Nguyen (2021) in their study show that interaction with peers, the quality of course content, and the teacher's pedagogical role as a provider of meaningful feedback, and self-regulation are good predictors of students' satisfaction with online FL classes. In addition, Yang and Yang (2021) point out that such an online mode of FL learning is more suitable for learners with a higher level of FL proficiency.…”

Section: Introductionmentioning

confidence: 94%

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The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

et al. 2022

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Foreign language learning has recently been transferred into an online or hybrid mode and this has brought many challenges for both the teachers and the students. Thus, the purpose of this study is to explore students’ subjective satisfaction with the use of digital media in their L2 acquisition conducted online, as well as to provide specific recommendations for meeting students’ needs in digital media L2 instruction. This is large-scale comparative research conducted in the Czech Republic, Poland, Romania, Iraq, and Malaysia. The data were collected through an online questionnaire in May, June, and July 2021 in the given countries. The findings reveal that students’ subjective satisfaction that is related to students’ attitudes toward the online learning process, the general usefulness of language, the role of the teacher, and the matters that affect the general process of teaching and learning all gained the positive answers. Whereas the items that are related to students’ subjective satisfaction toward language skills, digital-based reading, the effectiveness of online education over face-to-face, and communicating with teachers and peers via social media are all gained negative results. These results need further analysis but they can be an impetus for much larger research and further implications to optimize L2 acquisition.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 94%

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

et al. 2022

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“…This means that more frequent opportunities to interact with content increase learners' satisfaction about the online course. This finding supports the work of [52] which investigated satisfaction of Vietnamese university students enrolled in an online language course. Next, LII was significantly and positively associated with SS at a moderate level (r s = 0.68).…”

Section: B Correlation Analysissupporting

confidence: 89%

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Fearnley¹,

Malay²,

Fabia³

2022

IJIET

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The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.

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“…Activities can improve students' understanding of the subject and getting an overview of the content is important before the class starts (Zanne et al, 2022). According to Pham and Nguyen (2021), students value strong interaction with course content in improving their background knowledge. On the other hand, the finding for Learner-to-Platform Interaction shows that using Telegram as an ODL platform has various pedagogical benefits and facilitates effective Japanese language teaching because Rasiban (2021) asserted that the effect of the Telegram application can increase Japanese language learning motivation and students' Japanese language skills.…”

Section: Conclusion Summary Of Findings and Discussionmentioning

confidence: 99%

Students' Perception of ODL Using Telegram as a Japanese Language Learning Platform

Zubbir¹,

Abas²,

Isa³

et al. 2022

IJARBSS

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Since the beginning of 2020 following the spread of the COVID-19 epidemic, ODL has become the new norm in education either at the primary school level or in higher education institutions. This study is motivated to identify the student's perception of the teaching and learning platform chosen by the instructor so that the ODL session can be optimized and will successfully assist the students' attainment of the Japanese language course. The purpose of this study is to investigate how students perceive Telegram as an ODL platform for learning Japanese. This quantitative study used a 5-point Likert scale as an instrument. The survey was divided into five sections. Section A was the demographic profile, Section B was Learner-to-Learner Interaction, Section C was Learner-to-Instructor Interaction, Section D was Learnerto-Content Interaction and Section E was Learner-to-Platform Interaction. There are 26 items for the Four Types of Interactions. 186 students learning Introductory Japanese Level II participated in this survey. Data is analyzed using SPSS Frequency Statistics, Descriptive Statistics and Paired Samples T-Test. The findings of the study show that students agree with the choice of Telegram as an online Japanese learning platform and the interaction between students, instructors, content and platform is positive. It is suggested that qualitative studies are also conducted to explore more about their perceptions of Telegram being a platform for ODL.

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An Investigation of Student Satisfaction in an Online Language Learning Course

Cited by 15 publications

References 47 publications

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Students' Perception of ODL Using Telegram as a Japanese Language Learning Platform

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