High School Students’ Perceptions of Learning English Online: Satisfaction, Perceived Learning, and Challenges

Document Type : Original Article

Authors

1 Ph.D. candidate, Faculty of Foreign Languages and Literatures, University of Tehran, Iran

2 Ph.D. candidate, English Language and Literature, Faculty of Letters and Humanities, Hakim Sabzevari University, Sabzevar, Iran

Abstract

Given the significance of online learning, various factors influencing students' satisfaction and perceived learning have been explored by researchers. However, online learning for Iranian public high schools has never been held until recently due to the Coronavirus outbreak. Accordingly, the present study aims at investigating EFL learners' perceptions of English online learning classes using a semi-structured interview. The participants of this study were 15 female high school students, within the age range of 16-18, who had been recently taught Vision Series for their required English course online. In order to analyze the data, a hybrid process of inductive and deductive thematic analysis was conducted. In the deductive phase of analysis, a model of students' satisfaction and perceived learning was utilized, and new themes, in the inductive phase, emerged from the data. The analysis of the data revealed that the students were satisfied with online learning through exercising self-efficacy, learner-content interaction, and learner-instructor interaction. Moreover, the students believed that the course resulted in optimal learning of the materials presented to them; however, they confronted some challenges including Internet access, software requirements, and engagement problems. The findings of the present study will be of interest to teachers and those in charge of holding online classes to employ strategies to improve the effectiveness of online classes.

Keywords

Interdisciplinary Studies in English Language Teaching
Volume 01, Issue 2
July 2023
Pages 150-165

Files

Share

How to cite

Statistics