Research Specifications

As on-line language education is being recognized as a viable alternative/supplement to in-class education due to the recent pandemic, it is important to examine different aspects of language learning comparatively in the two educational environments. One such area of comparison concerns the learner individual difference (ID) factors in the two learning modes. Following the research testifying to the integrated role played by EFL learners’ cognitive, affective and motivational states in language learning achievement, the present study attempted to observe comparatively the ID factors of Self-Efficacy, Anxiety, and Motivated Learning Behavior in online and in-class EFL teaching. The study was a survey-based quantitative research with a follow-up qualitative examination. The participants were 104 Iranian EFL learners at intermediate proficiency level, selected for the purpose of this study based on convenience sampling. The two comparison groups had registered in in-class and online programs both offered by Iran Language Institute. The data collection instruments consisted of Academic Self-Efficacy Scale, Foreign Language Classroom Anxiety Scale (FLCAS), and Motivated Learning Behavior Questionnaire. Data analysis revealed that the learners in online courses enjoyed a higher level of self-efficacy and a lower level of anxiety compared to those receiving in-class education. However, no significant difference was observed for the motivated learning behavior in the two educational modes. The analysis of qualitative data regarding the root causes of anxiety and motivation indicated that several conditions such as low level of interaction, equal participation opportunities for students and opportunity to record the class were among the variables leading to low FLCA while similar conditions were reported as contributing to low motivational behavior among online learners.