Language learning strategies, attitudes, motivation, and beliefs in online foreign language learning and teaching during the Covid-19 pandemic
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ID: 286043
2023
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Abstract
In 2020, a world-wide unexpected event took place; Covid-19 pandemic surely consolidated the new way of language learning and teaching. Online language learning has been reported to elucidate distinctive attitudes, motivation, and beliefs. Additionally, language learning strategies (LLS) have been vastly investigated yet only handful in online mode of language learning. The present study was guided by the objectives which were to answer how learners describe their attitudes, motivation, beliefs and LLS use as well as how learners and teachers explain their experience during the Covid-19 pandemic online language learning and teaching. In the present study, 213 respondents took the questionnaires of modified AMTB (Attitude/Motivation Test Battery), BALLI (Beliefs about Language Learning Inventory), and SILL (Strategy Inventory for Language Learning); moreover, 8 online language teachers were invited for focus group interviews who then referred 8 online language learners from their online classes to have an one- on-one interview. Quantitative data was analyzed through descriptive statistics while qualitative data was transcribed and analyzed for thematic analysis (Auerbach & Silverstein, 2003). The present study adapted an explanatory sequential mixed method in which quantative data and qualitative data are integrated at the end. Through the lenses of complex dynamic theory by Larsen-Freeman (2017), the findings showed that foreign language learning during the Covid-19 pandemic possesses complex dynamic construct shaped by learners’ attitudes, motivation, beliefs and LLS use. The findings in the present study were in verdict with the previous studies that the learners generally have positive attitudes towards language learning and the target language community, and they show high level of motivation towards their online language learning. In terms of LLS, the learners favored metacognitive strategies followed by social strategies; in some cases, the learners preferred to employ these two strategies concomitantly. Both the learners and teachers expressed some challenges during their online language learning and teaching as the internet connectivity as well as noises and other distractions. Surprisingly, the teachers showed as much favor as face-to-face (F2F) classes as online classes while the learners showed their definite preference to F2F classes. The present study therefore shed light on online foreign language learning during the Covid-19 pandemic. Learners adapted to online foreign languages as they possessed positive attitudes and high levels of motivation while combining metacognitive and social strategies to tackle challenges and cultivate their online language learning. The present study therefore established the dynamic interplay of all external factors as well as
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| Authors | Arciaga, Kasumi |
| Journal | Malay Journal |
| Year | 2023 |
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| Keywords | Keywords not found |
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