Exploring the Effectiveness of Virtual Learning on the Sustainable Development of Saudi EFL Students’ Motivation and Learning Anxiety
DOI:
https://doi.org/10.17507/tpls.1604.22Keywords:
learning anxiety, motivation, virtual learning, sustainable development, Saudi EFL contextAbstract
This paper attempts to explore the impact of virtual learning on the sustainable development of Saudi EFL students’ motivation and learning anxiety. The main objective of the paper is to show the extent to which virtual learning conducted by digital platforms such as Blackboard Collaborate contributes to improving EFL students' motivation and reducing their learning anxiety in the Saudi EFL context. The study uses a mixed-method approach that is demonstrated by both quantitative and qualitative procedures and manifested in two analytical instruments: questionnaires and interviews. This study addresses two overarching research questions: First, how does virtual learning contribute to enhancing Saudi EFL students' motivation? Second, how does virtual learning contribute to reducing Saudi EFL students' learning anxiety? The sample of this study consists of 165 Saudi EFL students and 16 EFL teachers. All participants are affiliated with one Saudi university. Findings reveal that virtual learning has made a substantial contribution to the sustainable development of Saudi EFL students' motivation and learning anxiety by enhancing the former and reducing the latter. Pedagogically, this study recommends the use and application of virtual learning as a main education system in Saudi Arabia, as it functions to produce better learning outcomes in terms of the different learning constructs.
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