Higher education students’ perceptions of fully online EFL courses : difficulties and challenges

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dc.contributor.advisorCancino Ávila, Marco Octavio
dc.contributor.authorTowle, Kylie Irene
dc.date.accessioned2024-09-05T20:38:30Z
dc.date.available2024-09-05T20:38:30Z
dc.date.issued2021
dc.descriptionPrograma (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
dc.description.abstractDue to the COVID-19 pandemic, schools and universities were obligated to convert all teaching and learning into an online format, including EFL courses. Little research has taken place on the perceptions of fully online language learning (PFOLL) courses and this study aims to enlighten this area of the literature. The following quantitative research study sought to discover 236 Chilean higher education students’ PFOLL in regards to (a) participation, (b) group work, (c) instructional materials, and (d) learning styles and how these perceptions related to Computer Self-Efficacy (CSE), gender, age, and language proficiency by employing two 5-point Likert scales. Possible impacts of gender and language proficiency on PFOLL and CSE were examined as well. Some main findings were that participants had generally positive PFOLL; CSE was positively related to PFOLL; males had higher CSE than females; age was positively related to CSE and even more for males than females; and CSE and some PFOLL components were more strongly related for females than males.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/59882
dc.language.isoes
dc.publisherUniversidad Andrés Bello
dc.subjectInglés
dc.subjectEnseñanza
dc.subjectInnovaciones Tecnológicas
dc.subjectPercepción
dc.subjectEstudiantes Universitarios
dc.subjectInvestigaciones
dc.titleHigher education students’ perceptions of fully online EFL courses : difficulties and challenges
dc.typeTesis
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