Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement
IntroductionWith the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction such as English as a Foreign Language (EFL). While online learning environme...
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1602117/full |
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| author | Ertan Altınsoy Serkan Boyraz |
| author_facet | Ertan Altınsoy Serkan Boyraz |
| author_sort | Ertan Altınsoy |
| collection | DOAJ |
| description | IntroductionWith the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction such as English as a Foreign Language (EFL). While online learning environments offer advantages like flexibility, accessibility, and interactivity, challenges persist in sustaining student engagement and ensuring satisfaction. This study was prompted by low student attendance in online EFL classes at a public university in Türkiye. The primary aim was to explore the mediating role of Engagement in Online Learning (EOL) in the relationship between Online Learning Readiness (OLR) and Online Learning Satisfaction (OLS).MethodThe study employed a quantitative research design, involving a sample of 945 associate and undergraduate students enrolled at a state university in Türkiye. Standardized instruments were used to measure OLR, EOL, and OLS. Data were analyzed using correlation and mediation analyses, along with tests for moderation by demographic variables such as age and gender.Results and discussionFindings indicated a medium-level, positive, and statistically significant relationship between students’ OLR and their OLS. A strong positive correlation was also found between OLR and EOL. Furthermore, engagement (EOL) was shown to significantly mediate the relationship between readiness (OLR) and satisfaction (OLS), suggesting that students’ active participation plays a crucial role in achieving satisfaction in online learning environments. Age was not a moderating factor in the readiness-satisfaction link, whereas gender was found to have a significant moderating effect. Additionally, a moderate, positive, and significant relationship was observed between engagement and satisfaction. These results highlight the importance of fostering engagement to enhance students’ online learning experiences and outcomes in EFL contexts. |
| format | Article |
| id | doaj-art-061b8aab5f7344449e11f2dcae111bc1 |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-061b8aab5f7344449e11f2dcae111bc12025-08-20T02:36:01ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-06-011610.3389/fpsyg.2025.16021171602117Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagementErtan Altınsoy0Serkan Boyraz1Department of Foreign Languages, School of Foreign Languages, Aksaray University, Aksaray, TürkiyeDepartment of Educational Sciences, Faculty of Education, Aksaray University, Aksaray, TürkiyeIntroductionWith the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction such as English as a Foreign Language (EFL). While online learning environments offer advantages like flexibility, accessibility, and interactivity, challenges persist in sustaining student engagement and ensuring satisfaction. This study was prompted by low student attendance in online EFL classes at a public university in Türkiye. The primary aim was to explore the mediating role of Engagement in Online Learning (EOL) in the relationship between Online Learning Readiness (OLR) and Online Learning Satisfaction (OLS).MethodThe study employed a quantitative research design, involving a sample of 945 associate and undergraduate students enrolled at a state university in Türkiye. Standardized instruments were used to measure OLR, EOL, and OLS. Data were analyzed using correlation and mediation analyses, along with tests for moderation by demographic variables such as age and gender.Results and discussionFindings indicated a medium-level, positive, and statistically significant relationship between students’ OLR and their OLS. A strong positive correlation was also found between OLR and EOL. Furthermore, engagement (EOL) was shown to significantly mediate the relationship between readiness (OLR) and satisfaction (OLS), suggesting that students’ active participation plays a crucial role in achieving satisfaction in online learning environments. Age was not a moderating factor in the readiness-satisfaction link, whereas gender was found to have a significant moderating effect. Additionally, a moderate, positive, and significant relationship was observed between engagement and satisfaction. These results highlight the importance of fostering engagement to enhance students’ online learning experiences and outcomes in EFL contexts.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1602117/fullEFL contextengagement in online learningonline learning readinessonline learning satisfactionuniversity students |
| spellingShingle | Ertan Altınsoy Serkan Boyraz Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement Frontiers in Psychology EFL context engagement in online learning online learning readiness online learning satisfaction university students |
| title | Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement |
| title_full | Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement |
| title_fullStr | Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement |
| title_full_unstemmed | Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement |
| title_short | Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement |
| title_sort | online learning readiness and satisfaction in english as a foreign language at higher education context the moderating role of engagement |
| topic | EFL context engagement in online learning online learning readiness online learning satisfaction university students |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1602117/full |
| work_keys_str_mv | AT ertanaltınsoy onlinelearningreadinessandsatisfactioninenglishasaforeignlanguageathighereducationcontextthemoderatingroleofengagement AT serkanboyraz onlinelearningreadinessandsatisfactioninenglishasaforeignlanguageathighereducationcontextthemoderatingroleofengagement |