Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

Abstract

During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has necessitated the use of social distancing-based educational methods; consequently, a tremendous shift towards e-learning has been observed. This study assesses medical students' social anxiety levels in e-learning environments. The study was conducted in two phases. In the first phase, the original Turkish Social Anxiety Scale for E-Learning Environments (SASE) was adapted in English and tested for validity and reliability. This instrument has two subscales: social anxiety in learner-learner interaction and in learner-instructor interaction. In the second stage, we explored the associations of gender, age, and perceived academic performance with medical students' social anxiety levels in e-learning environments. A total of 325 responses were analysed. Consistent with the original version, the adapted scale is a reliable and valid measure of social anxiety in e-learning. Social anxiety in e-learning was related to gender (p = 0.008) and age (p = 0.013). Social anxiety levels were higher in students with lower perceived performance during e-learning compared to students with enhanced performance, but the difference was not significant. The SASE is a useful instrument for evaluating social anxiety in e-learning environments across English educational frameworks. Considering the shift in social interaction environments, efforts are required to reduce medical students' social anxiety levels and enhance learning.

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

“…Providing long-term CF by language teachers improves the level of English learners' attitudes and reduces learners' anxiety, which can eventually lead to a positive attitude. Regarding the second research question, the research finding is consistent with prior studies (Alsudais et al, 2022;Kodal et al, 2022;Kreitzer & Sweet-Cushman, 2021;Mohsenpour et al, 2006).…”

“…Anxiety in the second language classroom is a significant concern for ELT scholars (Alsudais et al, 2022;Ang et al, 2022;Hood et al, 2021). According to Martin et al (2022), speaking anxiety relates to the learner's nervousness when creating the spoken language in front of an audience.…”

“…Gass and Selinker (2008) further assert that "in every learning setting, neither all individuals are equally driven to acquire languages, nor are they equally motivated to learn a given language" (p.165). Consequently, instructors should be responsive to students' attitudes about language, especially toward mistake correction, even if it may be claimed that learners' preferences may not be the greatest for language acquisition in the long run (Alsudais et al, 2022).…”

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

“…These stressors were experienced disproportionately by medical students who had previously experienced mental health challenges, 26,44 women and gender minority students, 28,45–49 and students from low-income families. 32,50 Simultaneously, UGME staff were facing dramatically increased workloads, particularly women and disabled workers.…”

“…33 Amid an already existing backdrop of burnout, 33,[36][37][38][39][40] students faced new fears about the impact of COVID disruptions on readiness for clerkship, residency, and eventual practice. 15,[41][42][43] These stressors were experienced disproportionately by medical students who had previously experienced mental health challenges, 26,44 women and gender minority students, 28,[45][46][47][48][49] and students from low-income families. 32,50 Simultaneously, UGME staff were facing dramatically increased workloads, particularly women and disabled workers.…”