Cognitive development, self-efficacy, and wearable technology use in a virtual reality language learning environment: A structural equation modeling analysis

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence

Introduction

This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.

Methods

Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.

Results

The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.

Discussion

This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

The ubiquitous impacts resulting from the COVID-19 pandemic have profoundly changed the education sector and marked research interest in online or blended learning can be witnessed. As a pervasive learning activity of paramount significance, online language learning has aroused widespread attention. Nonetheless, few systematic reviews concerning the effectiveness of online language learning have been published. With the help of CiteSpace, this study systematically investigated 103 included articles from the SSCI of empirical studies from 44 journals for the purpose of filling the research gap in this field, providing a better understanding of the research trends, exploring effective ways to implement online language courses, and testifying to the ability of CiteSpace to track research hotspots. The findings show that effectiveness studies on online language learning principally focus on assisted tools (42.72%), instructional approaches (36.89%), and specific courses (20.39%). Lack of adequate cooperation among research institutions and the dominant position of online English learning (82.52%) can be witnessed. Despite the small sample size of 103 included articles, the validation of CiteSpace in terms of tracking the research trends or hotspots is confirmed. However, the proportion of each research focus is not compatible with the results of a comprehensive full-text analysis. This literature review also probes into various methods to measure effectiveness more scientifically and effective ways to implement online language courses. Theoretical as well as practical implications and future research directions are clarified.