The paper titled "Language Learners' Attitudes Toward Online and Face-To-Face Language Environments" by Munassir Alhamami focuses on comparing the attitudes of English as a Foreign Language (EFL) learners toward face-to-face (FLL) and online language learning (OLL) environments. The primary research question examines whether learners exhibit more positive attitudes toward FLL or OLL and what factors influence these attitudes.
The purpose of the study is to investigate the factors that shape language learners' attitudes toward different learning environments and to compare these attitudes in FLL and OLL settings. The study aims to provide insights that could inform curriculum design, teaching practices, and policy-making in language education.
The study employs a mixed-methods research design, combining qualitative and quantitative approaches. Data were collected from 681 participants in FLL settings and 287 participants in OLL settings using questionnaires and interviews. The research is grounded in Ajzen’s Attitude toward Behavior (AB) concept, a well-established framework in social psychology, which was used to design the research tools for eliciting and analyzing the participants’ attitudes.
Key findings indicate that learners generally have more positive attitudes toward face-to-face language learning compared to online learning environments. The study identified several factors influencing these attitudes, including focus, motivation, interaction with peers and instructors, and time management. In the FLL group, factors such as motivation to study and interact with classmates significantly predicted positive attitudes, while in the OLL group, all identified factors, including the feeling of responsibility and time-saving aspects, were significant predictors of attitudes.
The study concludes that learners' attitudes toward online learning environments are generally less positive, which could impact their success in these settings. The findings suggest that while online learning offers certain advantages, such as flexibility and time savings, face-to-face learning environments are still perceived more favorably by students, particularly in terms of interaction and engagement. The study emphasizes the need for educators to consider these attitudes when designing and implementing language learning curricula, particularly in contexts where online learning is increasingly prevalent.
The implications of the study underscore the importance of understanding and addressing the factors that shape learners’ attitudes to enhance the effectiveness of both online and face-to-face language learning environments. Future research is encouraged to explore these attitudes in different contexts and with diverse student populations to validate and expand upon these findings.