Learners’ beliefs about language-learning abilities in face-to-face & online settings

Abstract

This mixed-methods study investigates the beliefs of language learners about their ability to attend language classes and learn the language in face-to-face and online settings using Ajzen’s perceived behavioral control (PBC) construct. Two treatments were conducted in two contexts: a face-to-face language-learning context (n = 684) and an online language-learning context (n = 289). The results show that certain variable beliefs can predict students’ PBC\self-efficacy in both contexts. The comparative results in both contexts show that students have more positive PBC beliefs toward learning a language in face-to-face settings than in online settings. Based on the results, the use of mixed-methods research is recommended for investigating language learners’ beliefs. The use of Ajzen’s PBC concept confirms the need to employ different theoretical models in eliciting and examining the ability of language learners to learn the language, as well as the importance of avoiding overused theoretical models to enhance the understanding of the language-learning process.