Perceived Learning Outcomes and Interaction Mode Matter: Students’ Experience of Taking Online EFL Courses During COVID-19

Abstract

The recent health emergency has changed the teaching mode globally, with traditional classroom teaching shifting to online platforms. This created challenges for both foreign/second language teachers and learners. Some recent studies investigated the challenges brought by online teaching from the teachers’ perspective; however, little is known about how students perceive the effectiveness of online language learning based on their experiences. Therefore, this study surveyed 252 Chinese students who took online EFL courses during the pandemic through an online survey platform. Survey questions include 75 statements regarding EFL learner’s perceived experience in taking online EFL courses, such as learning platforms, teaching and assessment methods, interaction mode, classroom management, and the effectiveness of online courses. Students rated each statement on a 5-point Likert Scale. Open-ended questions further targeted students’ suggestions to improve the quality of online language courses. Results from analysis of variance, factor analysis, and multiple linear regression analysis showed that students perceived the interactional opportunity and learning outcome as the most important factors in their online EFL learning experiences. Students generally showed a positive attitude toward their online language learning experiences and a high level of participation in synchronized online EFL courses. They further suggested a mixture of traditional and online class as an ideal teaching model for EFL learning, especially in the face of public crisis. Findings from this study may shed light on language curriculum design, language teacher education, and educational technology.

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