The paper titled "Learners’ beliefs about language-learning abilities in face-to-face & online settings" by Munassir Alhamami explores the beliefs of language learners regarding their ability to learn languages in both face-to-face (FLL) and online (OLL) environments. The primary focus of the research is to understand how learners’ beliefs about their perceived control over the learning process affect their motivation and efficacy in different learning contexts.
The study aims to investigate the factors that influence language learners' beliefs using Ajzen’s Perceived Behavioral Control (PBC) construct. Specifically, it seeks to compare learners' beliefs in FLL and OLL settings, aiming to reveal how these beliefs impact their ability to attend and learn in these environments. The research also intends to assess whether Ajzen’s PBC concept is effective in predicting language learners' beliefs in these two different contexts.
The methodology employed is a mixed-methods research design, which integrates both qualitative and quantitative data. The study involves two groups of learners: 684 participants in the face-to-face setting and 289 participants in the online setting. Data was collected through elicitation studies, questionnaires, and interviews. The research used a multiphase design to first identify accessible control beliefs through qualitative methods, followed by quantitative analysis of those beliefs, and finally qualitative interviews to deepen the understanding of the quantitative results.
Key findings indicate that learners generally have more positive beliefs about their ability to learn in face-to-face settings compared to online settings. The study found that specific factors such as proximity to campus, the availability of campus facilities, and family and social responsibilities were significant predictors of learners’ perceived behavioral control in the FLL context. Conversely, in the OLL context, internet access, computer knowledge, and online learning training were the significant predictors of perceived behavioral control.
The study concludes that while face-to-face learning environments are generally preferred by learners due to higher perceived control and efficacy, the familiarity and experience with online learning can positively influence learners’ beliefs in online environments. The findings suggest the need for blended learning approaches to gradually increase learners' confidence in online settings. Additionally, the study supports the use of mixed-methods research to capture the complexity of language learners' beliefs and highlights the importance of considering alternative theoretical models beyond the widely used self-efficacy frameworks to advance research in language learning.