Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences

This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students...

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Bibliographic Details
Published in:Sustainability 2021-11, Vol.13 (21), p.11655
Main Authors: Han, Jiying, Geng, Xiaohui, Wang, Qinxiang
Format: Article
Language:English
Subjects:
Coronaviruses
COVID-19
Distance learning
Educational objectives
Emotional behavior
English as a second language
Higher education
Hypotheses
Language
Learning
Mediation
Medical research
Motivation
Online education
Online instruction
Perceptions
School environment
Self-efficacy
Student participation
Surveys
Sustainability
Sustainable development
Teachers
University students
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Summary:This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students reported a favorable view of online learning environments and subjective learning outcomes. Behavioral engagement was positively related to involvement. Emotional engagement was positively related to student cohesiveness and negatively related to teacher support. Satisfaction was not related to any of the learning environment factors. Self-efficacy mediated the effect of student cohesiveness and student involvement on behavioral engagement, emotional engagement, and satisfaction. These results of the study have implications for creating a sustainable online learning environment and promoting EFL learners’ sustainable development.
ISSN:2071-1050
2071-1050
DOI:10.3390/su132111655