Impact of Self-Concept and Self-Efficacy on Foreign Language Learners in Online and Face-to-Face Learning Contexts in China

Abstract

Foreign language learning (FLL) contexts can influence learners’ interpretations of personal differences and their construction of self-perception. In China, the mix of regional diversity and rapid digitalization in education creates both challenges and opportunities, making it crucial to understand these dynamics. This quantitative study used structural equation modeling (SEM) to investigate and compare the relationships among learners’ personal differences, self-concepts, and self-efficacy in face-to-face and online FLL contexts. Participants involved 2,302 foreign language learners enrolled in blended English language courses, from universities in Eastern, Southern, Central, Northern, Northeast, and Southeast China. These findings validate all four hypotheses, revealing that self-concept has a stronger influence in face-to-face settings (Hypothesis 1), whereas self-efficacy has a more pronounced effect in online environments (Hypothesis 2). Gender and prior test scores significantly affected FLL in face-to-face contexts but not in online contexts (Hypotheses 3 and 4). The findings indicate that personal differences are less powerful in mediating the effects of self-concept and self-efficacy on FLL in online learning environments than in face-to-face ones. Self-concept and self-efficacy both influence FLL in the two environments, but self-efficacy plays a more important and autonomous role in online settings. These findings have critical implications for educators who can leverage the reduced impact of personal differences in online settings to help learners reach their potential. These insights are particularly important in the Chinese context, where promoting equitable and effective learning opportunities across regions remains a priority.