The paper titled "Beliefs about and Intention to Learn a Foreign Language in Face-to-Face and Online Settings" by Munassir Alhamami investigates the factors influencing students' intention to learn a foreign language in both traditional face-to-face (FLL) and online learning (OLL) environments. The study primarily focuses on understanding how learners' beliefs, shaped by various psychological constructs, impact their intention to engage in language learning.
The purpose of the study is to explore how Ajzen's Theory of Planned Behavior (TPB) can predict students' intentions to learn a foreign language in different educational settings. The research aims to identify the factors that influence students' decisions to attend language classes and how these factors differ between face-to-face and online environments.
The methodology employed in this study is a mixed-methods approach, combining both quantitative and qualitative data collection techniques. The study involves a large sample of university students enrolled in an intensive English program in Saudi Arabia. Data were collected through questionnaires based on TPB constructs, as well as interviews and open-ended surveys. The sample was divided into two groups: one attending face-to-face classes (n = 690) and the other attending online classes (n = 296).
Key findings reveal that students' intentions to learn are significantly influenced by their attitudes toward the learning environment (AB), the perceived social pressure from influential people (SN), and their beliefs about their own ability to succeed in the environment (PBC). The study found that students generally preferred face-to-face learning over online learning, citing factors such as direct interaction with instructors and classmates as more favorable in face-to-face settings. The results also indicate that students' attitudes (AB) are the strongest predictor of their intention to attend classes, followed by perceived behavioral control (PBC), and subjective norms (SN).
In conclusion, the study highlights the importance of understanding students' beliefs and intentions when designing language learning programs. The findings suggest that while online learning offers flexibility, face-to-face learning is preferred due to the perceived quality of interaction and support. The study recommends that educators and policymakers consider these factors when developing language courses to ensure they align with students' preferences and improve overall engagement.