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چکیده
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The present study aimed at investigating self-regulation, self-efficacy, and foreign language anxiety among Iranian EFL students in 2 versions of face to face and online class. To this end, one hundred participants were selected through convenient sampling who were homogwnized by Oxford Placement Test (OPT, 2001) and they were assigned into two groups through tossing a coin. Fifty participants were added to the experimental group and 50 0ther participants shaped the control group. Face to face class was selected as the experimental group of the study and online class was chosen as the control group. The data were collected through the questionnaires of papers entitled as Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education (Jerry Chih-Yuan Sun, Robert Rueda, 2011), Foreign Language Anxiety: Classroom vs. Distance Learning (Lisnychenko Alla, Dovhaliuk Tamila, Khamska Neonila, Glazunova Tamara, 2020) and in order to measure participants’ self-regulation, Online Self-regulated English Learning (OSEL) Questionnaire in a paper entitled as Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning (Su, Li, Liang, Tsai, 2018) was utilized as post test and pretest of this study after 18 weeks of instruction. Analysis of Variance (ANOVA) was employed so as to analyze the data and it was found that the members of the experimental group were able to outperform the members of the control group in the above affective factors. Foreign language anxiety was lower and self-regulation and self-efficacy were reported to be higher among students of the experimental group. Accordingly, some implications are reported at the end of the study. Keywords: Self-regulation, Self-efficacy, Foreign Language Anxiety (FLA), online instruction, Face to face instruction
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